1

Causes of Undone Requirements and Projects of Grade 11 Science Technology Engineering

and Mathematics (STEM) Students at Aurora Senior High School

A Research Paper
Presented to the Faculty of the Language Department
Of Aurora Senior High School
Aurora, Isabela

In Partial Fulfillment of the Requirements

In English for Academic and Professional Purposes

John Mark P. Corpuz

Fidel E. Abon
Raymund M. Claro
Blundell Gayle P. Butista
Shicara Jasmine F. Casipit

October 2017
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Chapter I

The Problem and Its Setting

Introduction

Learning plays a huge part in our life, it is not just for us but also for our family

and the future. It starts with our parents teaching us the fundamental lessons in our

childhood then the time will come that we will start to meet and know school. Students

spends most of their time at school, learning new things for their future.

Learning in school was affected by a lot of factors, the environment, the styles of

teaching and learning, and activities done at school. Those factors affects their

performance in school causing them to improve or sometimes fail in their class.

According Corno and Xu of 2004, homework, projects or requirements help

students develop responsibility and life skills and the ability to manage tasks and that it

provides experiential learning, increased motivation, and opportunities to learn to cope

with difficulties and distractions, and academic benefits. Cooper of 2001 also stated that

research on the effects of school project suggests that it is beneficial as long as teachers

use their knowledge of developmental levels to guide policies and expectations. Some of

the teachers are giving massive homework and projects or sometimes most of the

teachers gives this homework and projects at the same time.

In our present situation, students have a lot of factors affecting their grades.

Teachers are distributing activities and balances their distribution of this factors,
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performances, written works and product. Due to the implementation of the K-12

curriculum, another 2 year school year was added. The 2 years of Senior High School

was created divided into Technical-Vocational and Livelihood Track, Arts and Design

Track, Sports Track and Academic Track. Academic Track can be considered as the

hardest track since it will be focused on their academic performance depending upon

their Strand. Academic Track are divided by the Accountancy and Business Management

Strand (ABM), Humanities and Social Sciences Strand (HUMSS) and Science

Technology Engineering and Math Strand (STEM). Each Strand takes nine subjects every

semester that might give them different activities, projects and homework.

At Aurora Senior High School located at Ballesteros, Aurora, Isabela

students tend to complain because of the unfinished projects and requirements affecting

their grades and academic performance. A lot of students are experiencing this kind of

situation, thus it prompted the researchers to conduct this study. In this research, we will

conduct a survey on Science Technology Engineering and Mathematics students about

the causes or factors why can`t they finish the given requirements or projects.

Statement of the Problem

This study aims to answer the “Causes of Undone Requirements and Projects of

Grade 11 Science Technology Engineering and Mathematics (STEM) Students at

Aurora Senior High School.”

Specifically, this study aims to answer the following questions:

1. What is the demographic profile of the participant or respondents in terms of:

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a. Gender

b. Activities after school hours

c. Academic/Educational resources

d. Time arriving at home

2. What are the most significant factors that causes the undone or unfinished

requirements?

Assumptions

1. The causes of undone projects or requirements are quantity of tasks, time allotted for

the project and the lack of resources.

2. The most significant cause of undone homework and project is the quantity and the

time allotted for it.

Significance of the Study

The success of the study will give benefit to:

1. Students

Students will be able to solve their problems about their projects

and homework since they have determined the factors that affects the

process of making their projects and requirements.

2. Teachers

Teachers will have an idea how to manage the activities or projects

they are giving to the students.

3. Future Researchers
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This will help future researchers in other researches or studies

related with our study.

Scope and Delimitation

The study entitled “Causes of Undone Requirements and Projects of Grade 11

Science Technology Engineering and Mathematics (STEM) Students at Aurora Senior

High School” will be conducted at Aurora Senior High School on September 18, 2017

until October 2, 2017.

The study will be limited on conducting a survey on Science Technology

Engineering and Mathematics (STEM) students at Aurora Senior High School in

Ballesteros, Aurora, Isabela. The study is also limited on the statistical tools due to the

lack of time in conducting the study and only used the weighted mean from the likert

scale. The questionnaire was self-made and was not checked by professionals and

research adviser.

Definition of Terms

Requirements- activities from teacher to be made and finished before a certain deadline.

Projects- outputs made and a factor affecting grades of students.

STEM Students- bona fide students of Aurora Senior High School that are being studied.

Academic/Educational Resources- material used by students to make projects easier.

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Classroom Projects- a school task performed by a student to satisfy the criteria given by

the teacher.

Project-based learning- a process where a student acquire deeper knowledge through

exploration, solving problems and projects.

Theoretical and Conceptual Framework

According to Psychol (2016) form the study Academic Goals, Student Homework

Engagement, and Academic Achievement in Elementary School, the way students engage in

homework is explained by the type of academic goals set, and it explains the amount of time

spend on homework, the homework time management, and the amount of homework done. Also,

the amount of homework done is positively related to academic achievement. The research

showed that the students` desire and interest to learn and improve their skills. Therefore, when

teachers assign homework, it is essential to attend to students' typical approach to learning,

which is mediated by the motivational profile and by the way students solve the tasks. This

investigation suggest that the adoption of learning goals leads to important educational benefits,

among which is doing homework. Importantly, the study shows that the amount of homework

done is associated not only with the time spent, but also with the time management. Time spent

on homework should not be considered an absolute indicator of the amount of homework done,

because students' cognitive skills, motivation, and prior knowledge may significantly affect the

time needed to complete the homework assignment.

According to Oxford University (2010) projects allow students to work using their

imagination and the information it contains does not always have to be factual. This projects can
 7

be done in different forms, through written works, physical output, or in any other form that can

be assessed by the teacher. Projects are given to students to gain knowledge and skills by

working for a certain period of time to investigate or finish a given tasks. It is an extended piece

of work on a particular topic where the content and presentation are determined principally by

the learners. The teacher or the textbook provide the topic and the students will decide how will

the project go. It is a series of activities that allows the student to do study, research and act by

themselves using their abilities, interest, personal experience and resources. It can be an

individual or collaborative work that is carefully planned and designed to achieve a particular

aim.

According to Klein (2009) project-based learning is the instructional strategy of

empowering learners to pursue content knowledge on their own and demonstrate their new

understandings through a variety of presentation modes. Effective project-based learning has the

following characteristics: leads students to investigate important ideas and questions, is framed

around an inquiry process, is differentiated according to student needs and interests, is driven by

student independent production and presentation rather than teacher delivery of information,

requires the use of creative thinking, critical thinking, and information skills to investigate, draw

conclusions about, and create content, and connects to real world and authentic problems and

issues.

The middle school years are challenging. Teachers struggle with keeping students

academically engaged during these years of tremendous change. Because projects build on

authentic learning tasks that engage and motivate students, middle school is an ideal time to

integrate project-based learning. Projects encourage students to encounter, and struggle with,

important and “big” ideas. Project-based learning in all content areas (e.g., language arts, social
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studies, math, science, visual and performing arts, health) shifts the focus of teaching and

learning from a set of known facts to a process modelled on the ways that experts in the field

think and work. In addition to subject specific projects, such as the “exit projects” required of

students in science and social studies, project-based learning lends itself particularly well to an

interdisciplinary approach to instruction. Students benefit from a collaborative, interdisciplinary

approach not only because of the connections they find among content ideas, but also because

they thrive on the coherent development of their creative and independent learning skills. When

students in middle school experience a continuum of interdisciplinary project assignments from

grade 6 to 7 to 8, they can develop the knowledge, skills and stamina for independent learning

that are required for success in high school, college and the world of work.

According to Markham (2011) Project Based Learning (PBL) integrates knowing and

doing. Students learn knowledge and elements of the core curriculum, but also apply what they

know to solve authentic problems and produce results that matter. PBL students take advantage

of digital tools to produce high quality, collaborative products. PBL refocuses education on the

student, not the curriculum--a shift mandated by the global world, which rewards intangible

assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a

textbook, but must be activated through experience.

At the heart of each project is a question, challenge or problem. Students are given time

to consider this essential problem and assessed regularly throughout the project, this gives the

learner many opportunities to reflect upon and improve their work. The projects have a relevance

to the real world and results in creating an authentic product. For example one year 7 project

resulted in students producing a hardback book exploring the Middle Ages. The learning agenda

is driven by the essential question. The extended time given to each project facilitates substantial
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time for rigorous formative assessment and critical reflection. This enables the students to

achieve outcomes of the highest quality.

According to Holm (2011) given the constructivist theoretical underpinnings of project-

based instruction, it is perhaps not surprising that only a third of the identified studies offered

comparative data as a major component, and a handful of other studies some lesser degree of

comparative analysis. The remaining studies, comprising a majority of those identified, provided

information that was more descriptive and qualitative in nature. It is interesting to note that most

of the quantitative, comparative, studies originated outside the United States raising the

possibility that the predominance of qualitative studies is a result of this review’s self-restriction

to studies published in English. The multi-national nature of this grouping of studies posed

additional challenges due to ambiguous translations, and internal reference to citations that were

not available in English, for clarification.

Although descriptive studies of project-based learning provide important information on

participant perspective and experience, studies that compare project-based learning to traditional

instruction offer factual insight into the relative value of project-based instruction as a means of

reaching student mastery of curricular content and process skills. Overall, comparative studies

identified for this review found project-based learning to be an effective means of teaching both

content information and related skills. Students in project-based classrooms exhibited greater

gains in content knowledge than their traditionally taught peers. Gains were also higher in the

areas of process and group skill development and information literacy skills when compared to

lecture-based classrooms.

Many of the qualitative studies in this review sought to illuminate student reactions to

participation in project-based instruction, and to create a window to some of the less-tangible

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effects of learning through projects. In all studies where student attitude was examined, project-

based learning was perceived positively by participants, and described as fostering greater

engagement with the subject matter. Students reported enjoying the active, hands-on approach to

content, as well as improved perceptions of the subject matter. Two studies focused upon the

comparative effects of project-based instruction versus traditional instruction on early concept

development in preschool children. While the sample sizes for each study were relatively small,

in both cases, project-based instruction was found to result in greater developmental growth in

language and concept development than traditional instruction.

Several studies looked at the effects of project-based learning on categories of learners or

learner characteristics that are associated with school failure in traditional classroom situations.

According to Beneke and Ostrosky (2008) examined teacher perceptions of how project-based

instruction affected diverse learners in seven preschool classrooms. Teachers reported that the

real-world focus of the projects allowed students who did not generally shine in academic

discussions to share their knowledge about subjectmatter that was familiar and accessible.

Teachers in this study also reported a reduced need for disciplinary actions during project-based

study, citing increased student engagement as the chief reason. Additionally, several studies

indicated that the beneficial academic effects of project-based instruction were most pronounced

for middle- to low-achieving students.

According to Thomas (2000) overall, studies conducted over the last ten years confirm

earlier, generally positive findings regarding the efficacy of project-based instruction. Project-

based instruction in prekindergarten through 12th grade has yielded improved content learning,

higher levels of engagement and more positive perceptions of the subject matter. With such a

clear research base in support of its effectiveness, project-based methods appear to offer the
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possibility of success both overall and to a broader range of students than traditional lecture-

based instruction. Research clearly indicates that project-based learning is beneficial, with

positive outcomes including increases in level of student engagement, heightened interest in

content, more robust development of problem-solving strategies, and greater depth of learning

and transfer of skills to new situations. With renewed emphasis being placed on the basics of

education, and increasing pressure to streamline instruction and teach to specific standards, the

idea that the most effective instruction for these goals is also one that fosters depth of learning

and engages students on a personal level is quite appealing. In order to retain the beneficial

aspects of project-based instruct

According to Zimmer (2017) in the most comprehensive study of homework to date,

the Review of Educational Research found that project and homework is positively

correlated with classroom achievement, measured through test scores. In addition, the

report found that homework improved students' study habits, problem-solving skills, self-

discipline and views toward school, among others. A stronger correlation between

homework and classroom achievement was observed when the student, rather than the

parent, worked on homework. In addition, the correlation between homework and

academic achievement was stronger among students in high school than students in

grades K–6.

Projects and homework can also have non-academic benefits. As noted in the

academic journal Theory into Practice, homework helps children "develop positive

beliefs about achievement, as well as strategies for coping with mistakes, difficulties, and
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setbacks." Especially relevant for younger students, homework can help learners stay on

task and prepare them for more demanding assignments that require a great deal of focus.

In addition, homework can help students develop time-management skills and assume

more demanding responsibilities.

But on the other hand projects and homework is so entrenched in education that many

fail to see its weaknesses. The Association for Supervision and Curriculum Development

notes that despite its near-universal acceptance in American culture, homework can

increase students' stress levels and lower their overall physical and e motional health.

Some researchers believe that homework that goes beyond the "10-minute rule" – from 10

minutes in first grade to two hours in high school – can have an adverse impact on

student achievement and learning.

This concern is supported by research from the Journal of Experimental Education,

which found that too much homework can lead to increased academic stress, poorer

physical health and an uneven school-life balance. According to the report, which studied

students averaging 3.1 hours of homework per night at high-performing high schools,

more than half of the students (56 percent) mentioned homework being one of their

primary sources of stress. In addition, many students in the study claimed that that the

amount of homework they received led to sleep deprivation and other health issues.

According to Thompson the common reasons why students can`t finish their project is

there are too many projects given, next is not enough information on the topic that was given, too

much distraction, improper time management, they have other assignments that are more

pressing than others, they don`t have resources to finish it on time, they do not take the
 13

assignment seriously, they are leaving their books and materials at school and they have other

interests that they claim are more important than project.

From the different theories gathered about projects, requirements and homework, the

study was conducted following the conceptual framework as shown below. The conceptual

framework includes the demographic profile of the Grade 11 STEM Students of Aurora Senior

High School including their sex, activities after school hours, academic or educational resources

have used for doing projects or requirements and the time they arrive at home. The input also

includes the response of the students on how do their activities affect the process in doing their

projects. The process includes surveying of Grade 11 students using self-made questionnaire,

after the survey was conducted the analysing of data followed and finally the conclusion was

made according to the results in the analysis of data. In the output, the most significant factor

that causes undone requirements for the Grade 11 STEM Students and provide solution for the

problems determined about the causes of undone projects.

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INPUT PROCESS OUTPUT

Response of respondents  Surveying with  Determine the most

in terms of demographic questionnaires significant factor that

profile according to:  Analyzing the causes undone

gathered data requirements.

 Sex
 Conclusion  The school will develop a
 Activities after
policy where related
school hours
subjects (eg. Sciences)
 Academic or
should only give 2
Educational
projects at most.
Resources have
 Teachers will give
used for doing
enough time for their
projects or
students to finish the
requirements
given project.
 Time arriving at

home

And rating on the possible

causes or factors that

affect the process of doing

projects or requirements.
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CHAPTER III

METHODOLOGY

Research Design

Descriptive method of research was used in this study. Descriptive method of research is

a fact- finding study with adequate and accurate interpretation of findings. It describes what is. It

describes with emphasis what actually exist such as current conditions, practices situations, or

any phenomena (Calderon J., Gonzales, E. 2005). Since this study was concerned on the

common problems in mathematics of the students of Aurora Senior High School, descriptive

method of research was the most appropriate method to use.

Research Locale

This study was conducted at Aurora Senior High School. It is located at Ballesteros,

Aurora, Isabela.
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Data Collection Procedure

The method of collecting data used was the normative survey and the instrument used by

the researchers to collect data was questionnaire. Questionnaire was used because it gathers data

faster than any other method besides the participants are students and so they can read and

understand its content.

The said questionnaire was crafted by the researchers and was not validated by experts.

Participants of the Study

The Grade 11 STEM students of Aurora Senior High School were selected as

participants. Out of 45 target population, 45 were selected as participants of the study.

The researchers employed purposive sampling.

Statistical Treatment of Data

1. Percentage count was employed on the profile of the participants.

𝑥
%= (100%)
𝑛

Where:

x is the frequency of the sample

n is the total number of sample or population

2. Weighted Mean was utilized to determine the mean value of the common problems

encountered by the participants. The given formula was followed:

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(𝑓4 × 4) + (𝑓3 × 3) + (𝑓2 × 2) + (𝑓1 × 1)

x̅ =
𝑛

Where:

f4 is the frequency for the column greatly affects

f3 is the frequency for the column affects

f2 is the frequency for the column somehow affect

f1 is the frequency for the column does not affect

n is the total number of sample or population

Interpretation of Data

The following scale was used in the interpretation of data using the Likert Scale.

Mean Value Qualitative Description

0-1.24 Never

1.25-2.49 Sometimes

2.50-3.24 Often

3.25-4.0 Very Often

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Chapter III

Data Presentation, Interpretation and Analysis

This chapter presents the data presentation, the interpretations and the analysis.

Table 1

Frequency and percentage distribution of the participants according to sex

Sex Frequency Percentage

Male 18 40%
Female 27 60%

Table 1 presents the frequency distribution of the participants according to sex which

Male consists of 18 or 40% and female consists of 27 or 60% of the population.

Table 2

Frequency and percentage distribution of the participants according to their activities

after school hours.

Activities after School Hours Frequency Percentage

Doing household chores 16 35.56 %
Playing online or offline 9 20 %
games
Visiting social media accounts 33 73.33 %
Playing outdoors 7 15.56 %
Doing projects or 37 82.22 %
requirements
Browsing or watching movies 14 31.11 %
online
Other things 13 28.89 %
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Table 2 presents the frequency distribution of the participants according to their activities

after school hours. 16 students are doing household chore which is 35.56% of the whole

population, 9 students are paying online or offline games which is 20% of the whole population,

33 are visiting social media accounts which is 73.33% of the whole population, 7 are playing

outdoors which is 15.56% of the whole population, 37 students are doing projects or

requirements which is 82.22% of the whole population, 14 students are browsing or watching

movies online which is 31.11% of the whole population, 13 students are doing other things

which is 28.89% of the whole population.

Table 3

Frequency and percentage distribution of the participants according to their Academic or

Educational Resources have or used for doing projects or requirements.

Academic/ Educational Frequency Percentage

Resources
Laptop 38 84.44%
Cellular Phone 37 82.22%
Printer 26 57.78%
Materials 31 68.89%
Internet Connection 42 93.33%
Dictionaries 21 46.67%
Tablet or IPad 12 26.67%
Other Resources 4 8.89%

Table 3 presents the percentage distribution of the participants according to their

academic or educational resources. 38 students have laptop which is 84.44% of the whole

population, 37 students have cellular phone which is 82.22% of the whole population, 26 have

printer which is 57.78% of the whole population, 31 students have different material which is
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68.89% of the whole population, 42 students have internet connection which is 93.33% of the

whole population, 21 students have dictionaries which is 46.67% of the whole population, 12

students have tablet or IPad which is 26.67% of the whole population, and 4 students have other

resources which is 8.89% of the whole population.

Table 4

Frequency and percentage distribution of participant according to their time arriving at

home.

Time Frequency Percentage

5:00-5:30 26 57.78%
5:31-6:00 14 31.11%
6:01-6:30 4 8.89%
6:31 and above 1 2.22%

Table 4 presents the percentage distribution of participants according to their time

arriving at home. 26 students arrive at home between 5:00-5:300 which is 57.78% of the whole

population, 14 students arrive at home between 5:31-6:00 which is 31.11% of the whole

population, 4 students arrive at home between 6:01-6:30 which is 8.89% and 1 student arrive at

home 6:31 and above which is 2.22% of the whole population.

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Table 5

Qualitative Description of the Factors or Causes Affecting the Process of Doing Projects or

Requirements

Factors or causes affecting the process of Mean Average Rating

doing projects or requirements.
1. I arrive at home early/late. 2.78 Affects

2. I am doing household chores after school 2.27 Somehow affects

hours.
3. I am spending my time playing outdoors 1.32 Does not affect
before doing projects.
4. I am playing online or offline games before 2.38 Somehow affects
doing my projects.
5. I am browsing the internet or watching TV or 2.82 Affects
movie after school hours.
6. I visit my social media accounts before doing 2.93 Affects
my projects.
7. The time given to us to finish the project was 3.09 Affects
very limited.
8. The quantity of the task given to us was too 3.24 Affects
many.
9. Time allotted to do the task is not enough. 3.29 Greatly affects

10. I don`t have enough resources to finish my 2.73 Affects

project before the deadline.
11. I don`t have internet connection. 2.91 Affects

12. My parents do not motivate or push me to 2.11 Somehow affects

finish my project.
13. I am not interested doing the project because 2.27 Somehow affects
the subject was boring for me.

Table 5 presents the qualitative description of the likert scale of the possible causes or

factors affecting the process of doing the project or requirements from the survey conducted on

the Grade-11 STEM Students. The table shows that the three most significant factor that causes
 22

the undone project or requirement are: first, the time allotted to do the task, second is the

quantity of the given task and lastly the deadline or the time given to finish the task was very

limited. The table also shows that the least significant factors are: they are not interested because

the subject was boring, next is the doing of household chores after school hours, then the support

and motivation of parents and lastly the time playing outdoors before doing projects.

As stated by Thompson the common reasons why students can`t finish their project is

there are too many projects given, next is not enough information on the topic that was given, too

much distraction, improper time management, they have other assignments that are more

pressing than others, they don`t have resources to finish it on time, they do not take the

assignment seriously, they are leaving their books and materials at school and they have other

interests that they claim are more important than project. This supports the result of this table

where the causes of undone requirements are determined.

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Chapter IV

Summary, Conclusions and Recommendations

Summary

The study aimed to identify the most significant cause of undone requirements in Grade

11 STEM Students of Aurora Senior High School basing on their activities and academic

resources acquired

The following were the summary of the results of data analyses

1. On the frequency and percentage distribution of the participants according to sex. Male

consists of 18 or 40% and female consists of 27 or 60% of the population.

2. From the population of Grade 11 STEM Students 37 of the students are doing projects or

requirements after school hours which is 82.22% while 7 of the students are playing

outdoors which is 15.56%.

3. From the population of Grade 11 STEM Students 38 have laptop which is 84.44%, 37

students have cellular phone which is 82.22%, 26 have printer which is 57.78%, 31

students have different material which is 68.89%, 42 students have internet connection

which is 93.33%, 21 students have dictionaries which is 46.67%, 12 students have tablet

or IPad which is 26.67%, and 4 students have other resources which is 8.89% of the

whole population.

4. From the population of Grade 11 STEM Students 26 arrive at home between 5:00-5:30

which is 57.78%, while 1 student arrive at home 6:31 and above which is 2.22% of the

whole population.
 24

5. The result shows that that the three most significant factor that causes the undone project

or requirement are: first, the time allotted to do the task (3.29 weighted mean), second is

the quantity of the given task (3.24 weighted mean) and lastly the deadline or the time

given to finish the task was very limited (3.09 weighted mean). The table also shows that

the least significant factors are: they are not interested because the subject was boring and

doing household chores after school hours (2.27 weighted mean), next is the lack of

support and motivation from parents (2.11 weighted mean) and lastly the time playing

outdoors before doing projects (1.32 weighted mean).

Conclusions

1. Based from the data gathered, results and interpretations the most significant factors that

causes undone requirements are the quantity of the given projects or task, the allotted

time that the students give for the task and the given time by the teacher to finish the task.

On the other hand the least were, they are not interested because the subject was boring,

they are doing household chores after school hours, then the lack of motivation and

support from parents and lastly playing outdoors before doing projects.
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Recommendations

After the conduct of the study, the researchers made the following recommendation:

1. Future researchers should consider more factors that causes undone projects and

requirements.

2. Future researchers are recommended to use different samples, make samples from boy

and different sample on girls.

3. Future researchers are recommended to include other demographic profile that can be

related to the cause of undone projects.

4. Future researchers are recommended to use larger population sample to have better and

clearer result.

5. The school teachers are recommended to generate a policy where related subjects will

give a project at most 2 outputs or requirements.

6. The teachers are recommended to give enough time for the students to finish their

projects and requirements.

7. The future researcher are recommended to improve the study.

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The Bibliography

Psychol, (2016), Academic Goals. Retrieved date September 29, 2017 from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4814489/

Oxford University (2010), English Language Teaching Global Blog. Retrieved date September

29, 2017 from https://oupeltglobalblog.com/2010/11/26/introduction-to-project-work-

what-is-a-project/

Markham (2010), Project Based Learning. Retrieved date September 29, 2017 from

https://www.robeson.k12.nc.us/cms/lib/NC01000307/Centricity/Domain/3916/Project-

Based%20Learning.pdf

Zimmer T. (2017), Does Homework Have a Greater Negative or Positive Effect on Students?

Retrieved date September 28, 2017 from http://classroom.synonym.com/homework-

greater-negative-positive-effect-students-12303.html

Beneke, S., & Ostrosky, M. M. (2008). Teachers’ Views of the Efficacy of Incorporating the

Project Approach into Classroom Practice with Diverse Learners. Retrieved date

September 28, 2017 from

https://www.bie.org/object/document/project_based_learning_a_review_of_the_literature

_on_effectiveness

Klein J. (2009), A Guide To Project-Based Learning in Middle Schools: Inspiring Students to

Engage In Deep and Active Learning. Retrieved date September 28, 2017 from

http://schools.nyc.gov/documents/teachandlearn/project_basedFinal.pdf
 27

Thompson J. (2017), Why Students may Not Complete Homework. Retrieved date September

29, 2017 from http://teaching.monster.com/training/articles/1333-why-students-may-not-

complete-homework

Holm M. (2011), PROJECT-BASED INSTRUCTION: A Review of the Literature on

Effectiveness in Prekindergarten through 12th Grade Classrooms. Retrieved date

September 29, 2017 from

https://www.bie.org/object/document/project_based_learning_a_review_of_the_literature

_on_effectiveness

Thomas, J. W. (2000). A Review of Research on Project-Based Learning. Online. Retrieved date

September 29, 2017 from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

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APPENDICES

APPENDIX A

(Letter to Principal)
 29

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region II
Division of Isabela
Aurora Senior High School
Ballesteros, Aurora, Isabela

September 25, 2017

ROEL M. DOMINGO
Principal II

Sir:

We, the Grade 12 STEM Students, are conducting a study entitled ““Causes of Undone
Requirements and Projects of Grade 11 Science Technology Engineering and Mathematics
(STEM) Students at Aurora Senior High School”” as a requirement in English for Academic
and Professional Purposes.

In this connection, may we request your good office to allow us to float questionnaire for us to
gather the necessary data we need for our study. Rest assured that the data to be collected will be
treated with utmost confidentiality.

Attached herewith is the copy of our instrument for your perusal.

Thank you and we are hoping for your positive response.

Sincerely,

JOHN MARK P. CORPUZ

Research Leader

Noted:

JONAED AMBULAN- ABALOS

Subject Teacher

Approved:

ROEL M. DOMINGO
Principal II
 30

APPENDIX
B
(Letter to Teacher)
 31

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region II
Division of Isabela
Aurora Senior High School
Ballesteros, Aurora, Isabela

September 2017

To Whom It May Concern:

Good day!
We, the Grade 12 Confucius, are currently working on the research entitled “Causes of
Undone Requirements and Projects of Grade 11 Science Technology Engineering and
Mathematics (STEM) Students at Aurora Senior High School” as a requirement in English
for Academic and Professional Purposes (EAPP). In view hereof, may we request you to answer
our survey questionnaire for the information we need. Rest assured that the data collected be
treated with confidentiality.
Your cooperation is deeply appreciated. Thank you so much and God bless!

Respectfully yours,

JOHN MARK P. CORPUZ FIDEL E. ABON

Researcher Researcher

RAYMUND M. CLARO BLUNDELL GAYLE P. BAUTISTA

Researcher Researcher

SHICARA JASMINE F. CASIPIT

Researcher

Noted:

JONAED A. ABALOS
Subject Teacher
 32

APPENDIX
C
(Questionnaire)
 33

ROEL M. DOMINGO
Principal II

Dear Participants,
We, the Grade 12 Confucius, are currently working on the research entitled “Causes of
Undone Requirements and Projects of Grade 11 Science Technology Engineering and
Mathematics (STEM) Students at Aurora Senior High School” as a requirement in English
for Academic and Professional Purposes (EAPP). In view hereof, may we request you to answer
our survey questionnaire for the information we need. Rest assured that the data collected be
treated with confidentiality.
Thank you.
THE RESEARCHERS

PART I. Profile of the Participants

Direction: Please shade the circle ( ) for the appropriate answer.
a. Sex: Male Female
b. Activities after school hours:
Doing household chores
Playing outdoors
Playing online or offline games
Doing projects or requirements
Visiting social media accounts
Browsing or watching movies online
Other things ___________________________________ (please specify)
c. Academic or Educational Resources have used for doing projects or
requirements
Laptop Internet Connection
Cellular phone Dictionaries
Printer Tablet or Ipad
Materials (glue, stick glue, different types of papers)

Other resources __________________________________ (please

specify)

d. Time arriving at home

5:00 PM - 5:30 PM 5:31 PM - 6:00 PM

 34

6:01 PM - 6:30 PM 6:31 PM and above

I. Possible causes or factors that affect the process of doing projects or requirements.

Factors or causes affecting the process of 4 3 2 1

doing projects or requirements. (greatly (affects) (somehow (doesn`t
affects) affects) affect)
1. I arrive at home early/late.
2. I am doing household chores after
school hours.
3. I am spending my time playing
outdoors before doing projects.
4. I am playing online or offline games
before doing my projects.
5. I am browsing the internet or
watching TV or movie after school
hours.
6. I visit my social media accounts
before doing my projects.
7. The time given to us to finish the
project was very limited.
8. The quantity of the task given to us
was too many.
9. Time allotted to do the task is not
enough.
10. I don`t have enough resources to
finish my project before the deadline.
11. I don`t have internet connection.
12. My parents do not motivate or push
me to finish my project.
13. I am not interested doing the project
because the subject was boring for
me.
Direction: Check the appropriate column for each question.
 35

APPENDIX
D
(Computations)
 36

Table 1

Frequency and Percentage Distribution of the Participants According to Sex

Sex Frequency Percentage

Male 18 40%
Female 27 60%

Table 2

Frequency and Percentage Distribution of the Participants According to Their Activities

After School Hours.

Activities after School Hours Frequency Percentage

Doing household chores 16 35.56 %
Playing online or offline 9 20 %
games
Visiting social media accounts 33 73.33 %
Playing outdoors 7 15.56 %
Doing projects or 37 82.22 %
requirements
Browsing or watching movies 14 31.11 %
online
Other things 13 28.89 %

Table 3
 37

Frequency and Percentage Distribution of the Participants According to Their Academic or

Educational Resources Have or Used For Doing Projects or Requirements.

Academic/ Educational Frequency Percentage

Resources
Laptop 38 84.44%
Cellular Phone 37 82.22%
Printer 26 57.78%
Materials 31 68.89%
Internet Connection 42 93.33%
Dictionaries 21 46.67%
Tablet or IPad 12 26.67%
Other Resources 4 8.89%

Table 4

Frequency and Percentage Distribution of Participant According To Their Time Arriving

At Home.

Time Frequency Percentage

5:00-5:30 26 57.78%
5:31-6:00 14 31.11%
6:01-6:30 4 8.89%
6:31 and above 1 2.22%
 38

Table 5

Frequency Distribution of the Factors or Causes Affecting the Process of Doing Projects or

Factors or causes affecting the process of 4 3 2 1

doing projects or requirements. (greatly (affects) (somehow (doesn`t
affects) affects) affect)
1. I arrive at home early/late. 10 17 16 2
2. I am doing household chores after 4 6 32 3
school hours.
3. I am spending my time playing 3 9 19 14
outdoors before doing projects.
4. I am playing online or offline games 7 13 16 9
before doing my projects.
5. I am browsing the internet or 12 17 13 3
watching TV or movie after school
hours.
6. I visit my social media accounts 14 19 8 4
before doing my projects.
7. The time given to us to finish the 15 21 9 0
project was very limited.
8. The quantity of the task given to us 20 20 3 2
was too many.
9. Time allotted to do the task is not 21 18 6 0
enough.
10. I don`t have enough resources to 8 21 13 3
finish my project before the deadline.
11. I don`t have internet connection. 16 13 13 3
12. My parents do not motivate or push 3 8 24 10
me to finish my project.
13. I am not interested doing the project 5 10 23 7
because the subject was boring for
me.
Requirements
 39

Table 6

Qualitative Description of the Factors or Causes Affecting the Process of Doing Projects or

Requirements

Factors or causes affecting the process of Weighted Mean Rating

doing projects or requirements.
14. I arrive at home early/late. 2.78 Affects

15. I am doing household chores after school 2.27 Somehow affects

hours.
16. I am spending my time playing outdoors 1.32 Does not affect
before doing projects.
17. I am playing online or offline games before 2.38 Somehow affects
doing my projects.
18. I am browsing the internet or watching TV or 2.82 Affects
movie after school hours.
19. I visit my social media accounts before doing 2.93 Affects
my projects.
20. The time given to us to finish the project was 3.09 Affects
very limited.
21. The quantity of the task given to us was too 3.24 Affects
many.
22. Time allotted to do the task is not enough. 3.29 Greatly affects

23. I don`t have enough resources to finish my 2.73 Affects

project before the deadline.
24. I don`t have internet connection. 2.91 Affects

25. My parents do not motivate or push me to 2.11 Somehow affects

finish my project.
26. I am not interested doing the project because 2.27 Somehow affects
the subject was boring for me.
 40

APPENDIX
E
(Curriculum Vitae)
 41

Curriculum Vitae

I. Personal Background

Name: John Mark P. Corpuz

Sex: Male

Age: 17

Address: Babanuang San Manuel, Isabela

Birthday: October 15, 1999

Father’s Name: Antonio C. Corpuz

Mother’s Name: Lilia P. Corpuz

Religion: Roman Catholic

II. Educational Background

Elementary: Babanuang Elementary School

Babanuang San Manuel Isabela

Year Graduated: March 2012

Secondary: Doña Aurora National High School

Sta. Rita Aurora, Isabela

Year Graduated: April 2016

 42

Curriculum Vitae

I. Personal Background

Name: Raymund M. Claro

Sex: Male

Age: 18

Address: Bannagao Aurora, Isabela

Birthday: January 15, 1999

Father’s Name: Mario R. Claro

Mother’s Name: Cely M. Claro

Religion: Roman Catholic

II. Educational Background

Elementary: Bannagao Elementary School

Bannagao Aurora, Isabela

Year Graduated: March 2012

Secondary: Doña Aurora National High School

Sta. Rita Aurora, Isabela

Year Graduated: April 2016

 43

Curriculum Vitae

I. Personal Background

Name: Shicara Jasmine F. Casipit

Sex: Female

Age: 17

Address: Sta. Rita, Aurora, Isabela

Birthday: August 19, 2000

Father’s Name: Conrado B. Casipit

Mother’s Name: Milagros F. Casipit

Religion: Iglesia ni Cristo

II. Educational Background

Elementary: Sta. Rita Elementary School

Year Graduated: March 2012

Secondary: Doña Aurora National High School

Sta. Rita Aurora,Isabela

Year Graduated: April 2016

 44

Curriculum Vitae

I. Personal Background

Name: Fidel E. Abon Jr.

Sex: Male

Age: 17

Address: Dalig Viejo, Burgos, Isabela

Birthday: July 09, 2000

Father’s Name: Fidel L. Abon Sr.

Mother’s Name: Jovita G. Abon

Religion: Iglesia ni Cristo

II. Educational Background

Elementary: Dalig Elementary School

Dalig Viejo, Burgos, Isabela

Year Graduated: March 2012

Secondary: Bacnor National High School

Bacnor West, Burgos Isabela

Year Graduated: April 2016

 45

Curriculum Vitae

I. Personal Background

Name: Blundell Gayle P. Bautista

Sex: Female

Age: 17

Address: Kalabaza, Aurora, Isabela

Birthday: August 14, 2000

Father’s Name: Rustico S. Bautista

Mother’s Name: Mercury P. Bautista

Religion: Iglesia ni Cristo

II. Educational Background

Elementary: Kalabaza Elementary School

Year Graduated: March 2012

Secondary: Doña Aurora National High School

Sta. Rita Aurora, Isabela

Year Graduated: April 2016