1

INTRODUCTION

By the term talent, we mean a special ability to do something

possessed by a person naturally. It is an inborn quality within a person. It is

often hidden and raw, which needs to be discovered and develop over time.

Every one of us born with a special quality; that is talent, not only in the field

of study. A person may possess talent in dancing, singing, cooking, gaming,

acting, swimming, counselling, influencing, painting, etc. It is often happens to

many students that their talents remains unspotted because of lack proper

guidance, parental support and the opportunity to showcase it. A successful

development of a student’s talent will help them pave the way to their future

career, since they possess the most necessary requirement in that specific

career; and that is talent.

According to Ericson (2006), he stated that almost anyone can achieve

excellent in about ten years by training a lot and in a good way. Personality

traits such as intrinsic interest, dedication, perseverance and curiosity are

very important for students to achieve it. Furthermore, hard work and

stimulating environment are important factors in the development of talent.

Students at all ages have different unique talents and strengths.

Therefore, schools should help them identify and understand their own special

abilities. Schools should set various club activities and let every students

choose where they think their talents fits in. Glee Club is a must. Since they

need a stimulating environment, peers who can socialize with and a mentor
 2

who can teach them in advance skills to bring their talent into fruition. The

school should also let the student’s parents understood the importance of

Glee Club Activities and what it can give to their children.

Students nowadays failed to bring their talent into fruition because of

various factors affecting them from developing their talents. A talent needs

development since it can be possessed as a tool in order to help them in

carious difficulties in a society or academic performance. Failed talent

developments often leads them in facing difficulties at school since their

talents are not further enhanced. A talent is only something you can naturally

do better than others. It needs continuous effort to develop so that they will

not face hardships that are in line with their talents.

It is necessary to let students develop their talents while they are still in

lower levels, so they can acquire time to develop their personal skills as they

progress to a higher education in order to arm them with various skills that will

help them achieve excellence be it in society or academic.

This research aims to determine student’s interest towards club

activities, discover factors affecting their talents and to know the relationship

between talent development and students’ academic performance.

 3

Statement of the Problem

This study would like to answer the following:

1. What are the factors that influence student’s level of interest towards Glee
Clubs in school?

2. What is the level of interest on students in Glee clubs in school?

3. Is there a relationship between talents and skills and the students’

Performance in school?

Objectives of the Study

This study would aimed to achieve the following:

1. To determine the factors that influence student’s level of interest towards

Glee Club in School.

2. To ascertain the level of interest on student’s in Glee Clubs in school.

3. To find out the significant relationship between talents and skills and the
student’s performance in school.
 4

Significance of the Study

This research determined or to improve the talent of the students

through Glee club activities in Little Baguio National High School, San

Fernando I and II District. It was very important because through Glee Clubs,

it can improve the talents that they have or it can develop the skills that are

hidden on students. The result of this study would be helpful to the students,

teachers and for the school.

The Student –the result of this study would serve as very helpful of the

student as it will change the perspective of student who only strive for better

Performance at school .this will benefit them since it will be able to have them

focus on developing their talents and actively acquire skills on their own.

The teachers- this will helpful for teacher since this study will give them

information on the respective talent and saver the teacher from the trouble of

actively observing each of his/her student.

The family –this study is Beneficial for the parents since it will have their

children spend less time in less constructive activities like watching TV, social

media or others. This will have their children put emphasis and focus on their

talents.

The school-the school will benefit from this study since it will change the

perspective of offering academic knowledge content only and incorporate

talent developing will have the student be more active and have the school
 5

not lack in talented students who may be able to boost the performance of the

school during various events locally.

Scope and delimitation of the Study

This study was delimited only to the students of Little Baguio National

High School San Fernando I District, comprising of 40 respondents in Grade

11 curriculum.

The respondent of this study were given an instrument to fully

determine the factors affecting the levels of interest towards glee clubs. The

grades of the respondent were gathered to determine the relationship

between the talent and skills and their academic performance.

 6

DEFINITION OF TERMS

The Following terms were operationally defined:

Talents-Every individual has talent. It may be visible or hidden. This may be

academic talent or but may also be related to musical, practical, artistic,

sports, social, spiritual or intrapersonal level. Any individual who shows above

the average performance in any of them can be considered talented.

Skills-Skills refer to ability or an expertise that is obtained learning, practice or

is developed over time. It was acquired through efforts and improvements.

Skills can be practiced by any other person but it usually takes lot of hard

work, and time for it to develop. Examples of skills commonly developed in

schools are leadership skills, teamwork, creativity, critical thinking skills,

communication, social skills and more.

Talent Development- It is literally what the word means. It develops the

talent of an individual. By which he\she can better use that talent and for them

to be able to upgrade themselves as much as possible. It is believed that hard

works and a stimulating environment are important factors in the development

of talent.

Skills Acquisition- Skills are an ability acquired through systematic learning,

practice, and are developed over time. It means skills can be acquired by any

individual if there is a motivation to acquire one. Skills acquisition can help

any individual depending on any situation.

 7

Glee Clubs- An association or group of people for some common object

which could be because of interest, hobbies, ideas, and others. Common

examples of clubs are much more in common schools. This can be for sports

such as basketball club. A student council also count as a club. Glee clubs is

usually formed by individuals with the similar purpose.

Skill Arsenal- A Storage of skills that is acquired over time.

 8

THEORETICAL FRAMEWORK

REVIEW OF RELATED LITERATURE

This chapter contains review of relevant literature and studies that

support the basis of this research project.

Miller (2009) conducted a research to study the development of 21 st

century communication, collaboration, and digital literacy skill of student at the

high school level through the use of online social network tools, the important

of this study was based on evidence high school and college students are not

graduating with the requisite skills of communication, collaboration, and digital

literacy skills yet employers see these skills important to the success of their

employees. The challenge addressed through this study was how high

schools can integrate social network tools into traditional learning environment

to foster the development of these 21st century skills. A qualitative research

study was completed through the web of case study. one high school class in

a suburban high performing town in Connecticut was selected as the

research of the school year. The primary social network tools used were

Facebook, Diigo,Google sites, Google docs, and Twitter .The data collected

analysed partially support the transfer to the theory of connectives at the high

school level. The student actively engaged in collaborative learning and

research.
 9

Sardone and Schere (2010)conducted a mixed methods study with 21

undergraduate university student majoring in education to determine their

ability to recognize the motivation factors and 21 st century learning skills

associated with digital games result suggest that student in the study were

able to detect the learning skill embedded in games .The majority of

participants stated that the elements of motivation was important ,But

motivation alone was not a sufficient reason to influence them to use digital

game based instruction in their future classroom. However per modelling and

the positive response received from middle high school student to whom

candidates taught games appeared to be factors in teacher decisions to use

digital games in the classroom.

Strom (2010) utilized the California critical thinking skills test to

measure the growth in critical thinking skills that students obtained through a

traditional seat bound versus a performance based approach to the teaching

of shakes are the secondary level. Its purpose was to determine whether

there would be a statistically significant difference between the two subjects

were selected based on their teachers methodological approach through the

folder Shakespeare national endowment for the humanities summer institute

on the teaching of Shakespeare through performance; and the second a

national board certified instructor who employed traditional seat bound

methods.

Berlin Judith Ellen (2009) studied perception on the impact of being

labelled gifted and talented. The purpose of this study was to examine the
 10

attitudes of gifted adolescents toward being labelled as gifted and talented to

evaluate how gifted students perceive that others view their giftedness and to

determine withier these attitude and perception vary depending on the

positive and negative attitude of being labelled and gifted. the highly gifted

and moderate gifted groups exhibited measurable difference in their

perception of the positive aspects of the gifted label. furthermore the study

suggest that negative stereotyping often associated with the gifted label can e

minimized in a carefully integrated gifted program.

Lohman (2005) researched the role of Non-verbal ability test in

identifying academically talented students. He compared the different ability

test. He concluded that in order to identify the gifted students academic

accomplishment is major evidence of academic giftedness. Moreover an

aptitude of particular area. According to him judgement of potential must be

always be made relative to the circumstances. Most of these studies used

intelligence test and academic achievement to identify gifted. some study

reveals that non-verbal ability test can be used for identification of gifted

students. Most of the study shows that in order to identify gifted in a particular

field, it is necessary to administer the aptitude test in that particular field.

Galagali (2008) studied readiness of school management for

implementing structured life skill programme and discuss the topics and

methodology adopted for life skill training and emphasized upon innovative

and creative participatory and experiential learning methods. Study of Singh

 11

(2008) also advocates experimental learning for life skill within the existing

subjects.

The study of Moon (2003) concluded that a learning environment that

incorporates the building of personal talents and helping them acquire skill will

much more likely to foster talents than a traditional-centered classroom.

Linda (2003) stated that the interaction of talented students with his or

her peers, can both negatively and positively impact the students

development. When students are placed in classes with those of similar

ability. It motivates them to learn at a pace equal to their abilities and find

peers with similar interests. The negative impact arises when the classroom

have an element of competition, which is threatening and decreases

motivation. Outside the classroom, if students have friends or peers who

discourage them. Students may not develop to their full potential.

According to Lee (2006) he stated that develop the enrichment

programme for gifted who are economically disadvantage gifted and non-

gifted of grade 4 and 7 students for 3 months. The aspiration level of the

economically disadvantaged gifted has been enhanced after 3 months of

implementation. The gifted and the economically disadvantaged in Grade 4

were more satisfied and results show that the earlier that the earlier

intervention programs were provided, the more positive effects of the

intervention program were. It seems necessary to identify the gifted and

economically disadvantaged gifted as early as possible in order to maximize

 12

the program effects for enhancing their aspiration and benefits from the

programme.

Fang Lee Cook (2004), through this article he has focused mainly on

the talent management strategy organization in the service sector. The author

has stated that many service organizations are now realizing the advantage of

a diverse workplace. In this context, author has pointed out that, as more and

more organizations are going global in their market expansions either

physically or virtually, there is a necessity to employ diverse talents to

understand the various riches of the market and management should find an

opportunity to their employee to show their hidden talents in this regard. The

author has stated that, in every service rendering organizations the

management should have such a talent management strategy or programs

which enhance the talent of the employee.

According to the definition of Garavan et al (2012), talent development

focuses on the planning, selection and implementation of development

strategies for the entire talent pool to ensure that the organization has both

the current and future supply of talent to meet strategic objectives and that

development activities are aligned with organizational talent progress.

Fredricks (2010) studied about developing and fostering passion in

academic and non-academic domains. The purpose of the study was to

explore how passion was manifested among gifted and talented youth

selected from a larger longitudinal study of child and selection development.

The gifted sample included 25 high school and college students who were
 13

selected because they were in a gifted program in elementary school. The

talent sample included 91 high school students who were selected because

they were highly involved in athletics and the arts in middle childhood. The

study found that passion was more characteristic of participation in non-

academic activities (sports, and the arts). Talented youth were more likely to

talks about wanting to do their activity all the time, experiencing flow, getting

talk about wanting to do their activity all the time, getting emotional release

from participation and internalizing the activity into their identity. The authors

also found that school setting and especially regular classrooms as compared

with gifted and advanced classes, appeared to undermine rather that support

passion. The authors discuss implication of their findings for creating school

environments that can foster passion.

Benjamin (2008) compared the gifted education in India and U.S. He

compared the Jacob K. Javis programme and Navodaya Vidyalaya scheme

and analysed strength and drawback of this programme. According to him

both the programmes were adequate in method for identifying talented

students. Jacob K. Javis program stresses on improving the self-confidence

and personality development of the individuals. Both the programs used IT

infrastructure for the gifted which increased the quality of education through

technology.

Van Tassed Baska (2007) studied eleven curriculum models in the field

of gifted education. The models are critiqued according to the key features

they contribute to students learning, teacher use, and contextual fit, including
 14

alignment to standards and use with special populations of gifted and non-

gifted learners. This study also highlighted the major approaches to gifted

education that have evolved during the past 30 years and the evidence base

that supports them. He found that Stanley model of acceleration has

continued to attract resources worldwide to demonstrate its effectiveness. The

school wide enrichment has also continued to grow popularly and used in

school districts of America. Finally the study proves useful for school leaders

in thinking about what considerations to bring the fore to execute instructional

leadership to schools.

Larson & Miller (2011) states that students need skills for the society in

which they work and live shouldn’t be thought of as “one more thing to teach”,

but rather training integrated across all curricula. This research takes a look at

21st century skills and how these skills directly impact teaching and integrate

them throughout the curriculum. 21st century skills needed to be taught and

integrated across the current curriculum by providing students with engaging

learning opportunities in authentic contexts. The authors present some ways

that 21st century skills can be incorporated for curriculum.

Guttentag (2014) states that schools should put more emphasis in

academic growth. The schools could provide safe, caring, schools and

address students emotional and development needs but classrooms must

primarily be places of academic growth and set aside activities not necessary

for it.
 15

Furthermore, Kubillius (2000) says that the family has very powerful

effects on the developing child, impacting attitudes, beliefs opportunities,

habits and personality traits. The family plays a critical role in determining who

a child becomes and what he or she accomplishes. For a child with talent the

influence of the family can be the determining factor or to the ability is

developed to a high level or not.

However, Ericson (2006) stated that almost anyone can achieve

excellence in about then years by training (such intrinsic) a lot and in a good

way. Personality traits such intrinsic interest, dedication, perseverance and

curiosity are considered the engine that could bring the talent fruition. In

addition, hard work and a stimulating environment are important factor in the

development of talent (Scager, 2010).

Geiselhofer (2012) conducted a Delphi study to identify components of

a new from teaching and learning 21 st century literacy skills. The purpose of

the study was to develop on a consensual new literacy instructional model

identifying the essential school, classroom and students factors that support

the infusion of new literacy skills. The research question addressed the

necessary skills, strategies and depositions essential for high achievement

with the internet and other information and communication technology.

Greenhill (2009) focused on how on-going dialogue around 21st

century knowledge and skills can be appropriately embedded in educator

preparation, and to guide the development of resources and services to

support educator programs. The objectives: (1) Develop a blueprint for

 16

building the models, tools, resource base, and capacity needed to support this

work; (2) Create an infrastructure of leadership and communications that will

support the contributions of educator preparation programs and other key

stakeholders to this initiative; and (3) Provide faculty training and resource

pilot initiatives and partnerships to develop and test 21st century instructional

models among higher education institutions nationwide.

 17

Conceptual Framework

This research was anchored from Moon (2000), who dabbled in the

study of Talent Development. According to him, incorporating talent

development in education would result in increase of the student participation

in school activities and would benefit not only the students themselves but the

school as well, since it helps the schools in identifying talented individuals and

helps the school develop an environmentally competitive school.

The environment in the school should be able to foster the personal

talents of the students and help them acquire skills necessary for it. Such

learning environment that build personal talent and helps them in acquiring

skills along with academically balanced environment will be helpful for the

students in the future since they are already armed with skills and their talent

was already been developed and honed. Such learning environments are

much more likely foster talents than traditional teacher-centered classrooms

that emphasizes lectures on academic content.

Talent and skills development are important in honing the talents and

acquiring skills for the students themselves since it reduces the time that is

available for less constructive activities such as television watching or the

chances of the students in getting involved in risky behaviors. Furthermore it

enables them to earn valuable skills and find time socializing with other peers

in the same category of talents they belong to.

 18

Research Paradigm

INDEPENDENT VARIABLES DEPENDENT VARIABLES

FACTORS

1. Personal Factors

2. Academic Factors Academic Performance

3. Peer Relationship

4. Home/Family Factors

 Level of Student’s Interest

 Glee Club Activities

Figure 1: Schematic Diagram showing the parameter of the Study.

 19

RESEARCH METHODOLOGY

This chapter presents the research design, research locale,

research instrument/questionnaire, data gathering procedure and statistical

treatment of data.

Research Design

The research design is descriptive in nature using quantitative data to

determine the level of student’s interest in Glee Clubs and the factors

affecting it. This study used descriptive correlational design to find out the

significant relationship between talents and skills to the student’s performance

in school.

Research Locale

This study was conducted in Little Baguio National High school situated in

Purok 1, Little Baguio, San Fernando, Bukidnon.

Little Baguio National High School is one of the established schools in

San Fernando, Bukidnon with only 15 years since its making in 2004. It has a

population of 870 students and has 20 classrooms. It has also 31 teachers.

 20

Figure 2: Map of Little Baguio, San Fernando, Bukidnon showing the research
locale.

Research Instrument

The research instrument used to determine the factors affecting

students talent development was adopted and modified from Novations

(2009).To determine the level of students interest in Glee Clubs are modified

and adopted from Mcdonell(2011).To determine the relationship between

developing students talent and their academic performance, the respondents

grades in the first semester in first and second quarter were gathered.
 21

Data Gathering Procedure

The researcher first sent a letter for the permission to the School Head

of Little Baguio National High School to conduct a research and to distribute

questionnaire. We also asked permission to the advisers of the three strands

namely: the GAS, ICT and SMAW 11, before distributing the research

instrument and to gather their academic performance in the first semester in

first and second quarter grading.

Statistical Treatment of Data

To determine the factors influencing talent development and their level

of interest in Glee Clubs, mean was employed. Standard deviation is also

calculated.

Pearson product correlation was also used to determine the significant

relationship between developing the student’s talent and academic

performance.
 22

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the description of data, drawing of inferences,

making generalizations and interpreting the results of the study on Student’s

level of interest towards Glee Club Activities.

Table 1: Presents the factor affecting the Student’s interest towards Glee Club

Activities in terms of Academic Factor

Indicator Mean Standard Qualitative

Deviation Description

1. I got high grades and perform well in 2.8 0.12 Uncertain

school because of my talents.
2. Because of my talents, it resulted into 2.43 0.30 Disagree
poor performance in school.
3. Different trainings will be provided by 3.43 0.70 Uncertain
the school to develop my talents and
potentials.
4. The school allotted budget and funds 3.25 0.10 Uncertain
to improve our skills and talents.
5. Facilities and other materials will be
provided by the school in developing 3.4 0.15 Uncertain
our talents.
Grand Mean 3.06 0.30 Uncertain

NOTE: N=40

Rating Scale
 23

4.51-5.0 - Strongly Agree (SA)

3.51-4.50 - Agree (A)

2.51-3.50 - Uncertain (U)

0.51-1.50 - Strongly Disagree (SA)

Table 1 shows the factor’s affecting the student’s level of interest in

terms of Academic factors 3.43 with a qualitative description of uncertain with

a standard deviation of 0.70. The lowest mean is 2.8 which describe as

disagree and with standard deviation of 0.12 described as uncertain shows

that academic may or may not influence the development of student’s talent.

The grand mean is 3.06 with a standard deviation of 0.30 and with a

qualitative description of uncertain.

The grand mean of 3.06 which fells under the description of uncertain.

This implies that Academic factor is not certain to be able to influence the

talent of students. This could also conclude that schools are not certain to

affect their interest in Glee Clubs.

The study of Moon (2003) concluded that a school may affects the

students talent development if a school may actively pursue the development

of each student’s talent. It is also confirmed that a learning environment that

incorporates the building of personal talents and helping them acquire skill will

much more likely to faster talents than a traditional – centered classroom.

 24

Table 2: Presents the factor affecting the Student’s interest towards Glee Club

Activities in terms of Peer Factor

Indicator Mean Standard Qualitative

Deviation Description

1. My friends encouraged me to 3.88 0.17 Agree

continue developing my talents.
2. I felt depressed and not motivation 3.33 0.05 Uncertain
when they compared me to others.
3. I used to be influence with my 3.15 0.15 Uncertain
friends on different hang out
activities that I do not have time to
improve my talents.
4. My friends always show their 3.63 0.05 Agree
support especially during school
contest.
5. My friends help me discover my 3.6 0.05 Uncertain
talents.
Grand Mean 3.59 0.10 Agree
NOTE: N=40

Rating Scale

4.51- 5.0 – Strongly Agree (SA)

3.51 -4.50 - Agree (A)

2.51 -3.50 – Uncertain (U)

1. 51- 2.50 - Disagree (D)

0.51 -1.-50 - Strongly Disagree (SD)

Table 2 shows the factors affecting the talent development in peer

relationship. The table revealed that in the five indicators, the highest mean is
 25

3.88 with a qualitative description of Agree with a standard deviation of 0.17.

The lowest mean is 3.6 which describes as uncertain and with a standard

deviation of 0.05. The grand mean are 3.59 with a standard deviation of 0.10

and with a qualitative description of agree. The result in this table confirms

that peer relationship influences the development of student’s talent.

The grand mean of 3.59 which fells under the description of Agree.

This findings revealed that Peers can influence the students interest in Glee

clubs. Either they can encourage the student to join a club or they can also be

the reason for the talents of a students to be undiscovered.

The finding in this table supported the study of Linda (2003) that the

interactions of talented student with his or her peers can both negatively and

positively impact the student’s development. When students are placed in

classes with those of similar academic ability. It motivates them to learn at a

pace equal to their abilities and find peers with similar interests. The negative

impact arises when their classrooms have an element of competition, which is

threatening and decreases motivation. Outside of the classroom, if students

have friends or peers who discourage them. Students may not develop to

their full potential.

Table 3: Presents the factor affecting the Student’s interest towards Glee Club

Activities in terms of Family Factors

 26

Indicator Mean Standard Qualitative

Deviation Description

1. My parents provide me financial 3.35 0.10 Uncertain

support for the development of my
talents.
2. My parents wanted to improve my 3.38 0.07 Uncertain
talents and willing to support me to
join trainings.
3. My parents provide educational 3.78 0.11 Agree
opportunity to develop my talents.
4. My parents are willing to support 3.23 0.13 Uncertain
me emotionally.
5. My parents motivated me to 3.9 0.17 Agree
participate different activities to
develop my talents.
Grand Mean 3.53 0.12 Agree
NOTE: N=40

Rating Scale

4.51- 5.0 – Strongly Agree (SA)

3.51 -4.50 - Agree (A)

2.51 -3.50 – Uncertain (U)

1. 51- 2.50 - Disagree (D)

0.51 -1.-50 - Strongly Disagree (SD)

Table 3 shows the factors affecting students interest in Glee Clubs in

terms of family factors. The table revealed that in the five indicators, the

highest mean is 3.78 with a qualitative description of agree with a standard

deviation of 0.11. The lowest mean is 3.9 which describes as agree and with a

standard deviation of 0.17. The grand mean are 3.53 with standard deviation
 27

of 0.12 and with a qualitative description of agree. The grand mean of 3.53

shows that a family factor influences the development of student’s talent.

The grand mean of 3.53 shows that family factors influences the

students interests in Glee clubs. This implies that a family can enable the

students to be interested in clubs by providing them emotional and financial

support.

The findings of this table conforms to Kubullius (2000), study that

family has very powerful effects on developing child’s impacting attitudes,

beliefs, opportunities, habits and personality traits. The family plays a critical

role in determining who a child becomes and what he or she accomplishes.

For a child with a talent, the influence of the family can be the determining

factor as to whether the ability is developed to high level or not.

Table 4: Presents the factor affecting the Student’s interest towards Glee Club

Activities in terms of Personal Factors

Indicator Mean Standard Qualitative

Deviation Description
 28

1. I am afraid of being too different from 2.63 0.03 Uncertain

others.
2. I do not possess confidence in 3.2 0.22 Uncertain
showcasing my talents.
3. I am not aware of my talents. 2.63 0.03 Uncertain
4. I do not have enough resources and 2.8 0.04 Uncertain
time to polish my talents.
5. I am not interested in having my 2.22 0.21 Uncertain
talent developed.

Grand Mean 2.70 0.11 Uncertain

NOTE: N=40

Rating Scale

4.51- 5.0 – Strongly Agree (SA)

3.51 -4.50 - Agree (A)

2.51 -3.50 – Uncertain (U)

1. 51- 2.50 - Disagree (D)

0.51 -1.-50 - Strongly Disagree (SD)

Table 4 shows the factors affecting the talent development personally.

The table revealed that in five indicators, the highest mean is 3.2 with a

qualitative description of uncertain with a standard deviation of 0.22. The

lowest mean is 2.8 which describes as uncertain and with a standard

deviation of 0.04. The grand mean is 2.70 with a standard deviation of 0.11

and with a qualitative description of uncertain.

 29

The grand mean of 2.70 which fells under the qualitative description of

uncertain implies that personal factors is not certain to influence their interests

in Glee clubs.

The findings of this table is supported by Chan and Yuen (2016), they

stated that intrapersonal and environmental factors shape the beliefs and

experiences. They added that the respondents tended no to perceive

themselves as “naturally talented (or very special)” and believed that all five

areas had influenced the development of their talent, both positively and

negatively.

Table 5 presents the Students level of interest towards Glee clubs activities.

Indicators Mean Standard Qualitative

Deviation Description
1. Learning experience. 2.6 0.03 Highly
Interested
2. Making new friends. 2.58 0.03 Highly
Interested
3. Making unforgettable memories. 2.63 0.04 Highly
Interested
4. Discovering about myself. 2.25 0.06 Interested
5.To stand out from the rest 1.8 0.17 Not
 30

Interested
6. Disciplining myself and unite with peers. 2.63 0.04 Highly
Interested
7. Improving skills. 2.6 0.03 Highly
Interested
8. To develop lifelong good habits. 2.63 0.04 Highly
Interested
9. To develop self-confidence. 2.48 0.00 Interested
10. To maintain good grades. 2.53 0.02 Highly
Interested
11. Exploring new area of interest. 2.43 0.01 Interested
12. To develop my teamwork skills. 2.43 0.01 Interested

13. To foster practical skills such as time 2.55 0.02 Highly

management, leadership and responsibility. Interested
14. To acquire a well-rounded skills in 2.55 0.02 Highly
preparation for future career. Interested
15. To develop and discover my talents. 2.43 0.01 Interested
Grand Mean 2.50 0.040 Highly
Interested

Rating Scale Internal Qualitative Description

3 2.50 – 3.00 Highly Interested

2 1.50 -2.49 Interested

1 0.50 -1.49 Not Interested

Table 5 shows the level of Interest of students in Glee Clubs. The

table revealed in the 15 indicators that the highest mean is 2.63 with a

qualitative description of highly Interested with a standard deviation of 0.04

.The lowest is 1.8 which describes as not Interested and with a standard

deviation of 0.17 . The grand mean is 2.50 with a QD of highly Interested.

 31

The grand mean of 2.50 revealed that students are highly interested

in Glee Clubs activities. It implies that if the school implements Glee Clubs,

students are expected to join clubs suited to their interest.

The study support by Ericsson et al. (2006) according to him almost

anyone can achieve excellence in about ten year by training a lot and in good

way, personality traits such as intrinsic interest, dedication , perseverance and

curiosity are considered the engine that could bring the talent fruition.

Furthermore Scager (2010) also states that hard work and a stimulating

environment are important factors in the development of talent.

Table 6 shows the relationship between students talent and skills and

academic performance.

R-value Remarks
 32

Academic performance of Grade 11 0.00 No correlation

students in First semester

Levels of Correlation

0-0.9 – No Correlation

0.10-0.19- Negligible Correlation

0.20-0.39- Low Correlation

0.40-0.59- Moderate Correlation

0.60-0.79- High Correlation

0.80-0.99- Very High Correlation

1- Perfect Correlation

Table 6 revealed the relationship between talent and skills and

academic performance which has an r-value of 0.00 which fell under the level

of no correlation.

This implies that there is no relationship between talent and skills on

the academic performance on the students in school. This means that no

matter how talented and skilled the students are. It will not influence their

academic performance at all.

Widawsk (2018) concludes that grades of students does not reflect

everything, while high intelligence and ability enables the students to achieve

more. The grades the students get have more things to do with things besides

intelligence. Kumar (2009) implies that grades do not actually reveal the true

identity or capability of the students. Grades are a way of testing the

knowledge but are not a complete way of deciding the capability of students.
 33

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS/IMPLICATIONS
 34

This chapter presents the summary of significant findings, conclusions

and recommendations that are arrange according to the manner of

appearance in the study.

Summary of Findings

The mean objective to the study was to determine the student’s level of

interest towards Glee Club Activities in Grade 11 Students in Little Baguio

National High School.

Specifically, it answered the four factors that affect the students in

developing their talent through Glee Club Activities namely: Family Factors,

Academic Factors, Peer Factors and Personal Factors. The level of interest of

students towards Glee Club Activities towards Glee Club Activities and the

relationship between the talent development and the student’s academic

performance.

There had been 3 sections of Grade 11 in Little Baguio National High

School where we conducted our study to determine the interest of the

students through Glee Club Activities.

The student’s level of interest towards Glee Club Activities of Little

Baguio National High School revealed a promising result. The mean for

academic factor was 3.06, family factor was 3.53, peer factor was 3.59 and

personal factor was 2.70. The student’s level of interest was 2.50.
 35

The relationship between the talent development and the student’s

academic performance was 0.00; this means that there is no significant

relationship. It means that talent development could not affect the students’

academic performance.

Therefore, the null hypothesis was accepted.

Conclusion

The conclusions are based on the findings of this study.

The findings of this study revealed that among the four factor affecting

students interest in Glee Clubs.

Table 1 presents the factors affecting student’s interest towards Glee

Clubs in terms of Academic Factor. It has a mean of 3.06 which is described

as uncertain. this showed that academic factors are not certain to factors

influencing the students interest in Glee Clubs.

Table 2 presents the factor affecting student’s interest in terms of peer

factor. It has a mean of 3.56 which is described as agree. This shows that

peer factor can influence a student’s interest in Glee Clubs.

Table 3 presents the factor affecting student’s interest in terms of

family factor. It has a mean of 3.53 which is described as agree which means

that family factor can influence the students to be interested in a Glee Club.
 36

Table 4 presents the factor affecting student’s interest in terms of

personal factor. It has a mean of 2.70 which is uncertain, shows those

personal factors are not certain to be a factor affecting students interest in

Glee Clubs.

Table 5 presents the Students level of interest towards Glee clubs

activities shows an amazing result. The finding revealed a grand mean of 2.50

which is described as highly interested. This shows that Grade 11 Students

are highly interested when it comes to Glee Club Activities. The frequency

count of students who are highly interested in Glee Club is 26, while students

who are only interested are 14 students.

The relationship between talent and skills and the students’ academic

performance has an r-value of 0.00 which fall under the no correlation. This

signifies that talent and skills does not affect the students’ academic

performance in schools. This shows that the null hypothesis that there is no

significant relationship between talent and skills and the academic

performance on students are accepted.

Recommendations

The recommendations were based on the findings of the study:

The researchers recommend the school to let students participate in

clubs that will help them in their academic subjects since it will aid them more
 37

instead of clubs that focus on their talents and interest to ensure that glee

clubs will help the school in improving the academic performance of students.

The researchers recommend the students to choose peers who can aid

them in the discovery of their talents and will enable them to grow as an

individual. The researchers also recommend the school to closely monitor the

interactions of the students and watch out for bullying. The parents should

also closely monitor their child’s interaction with their friends in order to keep

them out from bad influences.

The researchers recommend that parents should encourage their child

to join clubs based on their interest and their talents. They should also monitor

their child’s development in talents.

The researchers recommend that school should set up seminars to

enable them to be aware of their talents and let them develop it in the school

grounds. The researchers also encourage the students to join clubs despite of

their circumstances in life since it will benefit them in the long run.

The researchers also recommend the school to implement glee clubs

since the finding of this study revealed that students are highly interested in

glee clubs.

The researchers recommend the school to let the students who are

joining glee clubs get corresponding marks on the activities they participated

in so that glee clubs can help the students to achieve high academic grades
 38

even though talent and skills cannot affect the academic performance of the

students.

In the further continuation of the study, the respondents should

increase and shall encompass all the grade level instead of comprising only of

senior high. For more accurate data, the researchers recommend that the

respondents should be students who joined glee clubs.

BIBLIOGRAPHY

GUTTENTAG, 2014. It’s an academics; keeping your class focused on

growth. Retrieved from
https://education.cuportland.edu/blog/curriculum-teaching-
strategies/its-all-about-the-academics-keeping-your-class-focused-on
growth/html

LINDA, 2003. Factors in the development of gifted students. Retrieved from

 39

https://study.com/academy/lesson/factors-in-the-development-of-gifted-
students.html

MOON, S. 2003. Developing personal talent. Retrieved from

https://www.davidsonggifted.org/search-database/entry/a10047

ELLEN, BERLIN, 2009. It’s all a matter of perspective: students perspective

on the impact of being labelled gifted and talented. Retrieved from
Eric.ed.go/?id=EJ858454

OLSZEWSKI-KUBILIUS, P. 2000. The transition from childhood giftedness to

adult creative productiveness: Psychological characteristics and social
supports. Roeper review,23,65-71. Accessed January 28, 2020

ERICSON ET AL, 2016. Retrieved from https://www.

studentsuccess.com/research-findings/educational-policy/talent-
development-of-student Accessed January 28 2020

CHAN & YUEN, 2016. Reports on personal factors. Retrieved from

https://www.tandfonline.com/doi/abs/10.1080/15332276.2013.1167840
8 Accessed January 28 2020

MILLER ET AL, 2009. Developing your talent to the next level: The best
practices for leadership development Retrieved from
shodhganga.inflibnet.act.in/bitstream/10603/104792/12/12_chapter
%202%rrl.pdf.

STROM, 2010. The ecology of talent development in sport: A multiple case

study of successful athletic talent development environment in
scandinavania Retrieved from
shodhganga.inflibnet.act.in/bitstream/10603/104703/12/12_chapter
%202%20rrl.pdf.

SARDONE & SCHERER, 2010. Teacher candidate responses to digital

games: 21st century skills development Retrieved from
files.eric.ed.gov/fulltext/EJ895055.pdf.

GEISELHOFER, 2012. Examining the 21st century sk-ills of secondary school

 40

students: A mixed method study Retrieved from

jespnet.com/journal/vol_4_4_December_2017/10.pdf

LOHMAN, 2005. The role of non-verbal ability tests in identifying academically

gifted student: An aptitude perspective Retrieved from
https://doi.org/10.1177/001698620504900203

LEE, 2006. Effects of enrichment programs on the academic achievement of

gifted and talented students Retrieved from dergipark.org-
tr/tr/download/article-file/487617

FANG LEE COOK, 2004. Review of literature of talent development Retrieved

from http://dx.doi.org/10.18843/ijms/v65i5/01

GARAVAN, 2012. Mapping talent development definition, scope and

architecture Retrieved from
pdfs.semanticscholar.org/20d9/6ab455beb5784073b8b4a1c4ec9f24c3
3a7.pdf

FEDRICKS, 2010. Developing and fostering passion in academic domains

Retrieved from https://doi.org/10.1177/001698620935283

BENJAMIN, 2008. A global conceptualization of giftedness: A comparison of

U.S. and Indian gifted education programs Retrieved from
files.eric.ed.gov/fulltext/ED/503623.pdf

VAN TASSED BASKA, 2007. Toward best practice: An analysis of the

efficacy of curriculum models in gifted education Retrieved from
eric.ed.gov/?id=EJ781439

LARSON & MILLER, 2011. 21st century skills: Prepare students for the future
Retrieved from
https://www.researchgate.net/publication/271994863_21st_century_skil
ls_prepare_students_for_the_future
41
 42

APPENDICES

Appendix A. Letter Permit

Department of Education
Region X
Division of Bukidnon
LITTLE BAGUIO NATIONAL HIGH SCHOOL
Little Baguio, San Fernando Bukidnon

January 21, 2020

RICHMOND L. SUMAGANG
School Head Head Teacher III
Little Baguio National High School
Little Baguio, San Fernando Bukidnon
 43

Sir:

Good day!

The Grade- 12 Gas students of Little Baguio National High School would like to ask
permission from your office to conduct our study entitled ”Students’ interest
towards Glee Club Activities and their Academic Performance” as our
requirements for Practical Research II.

Furthermore, the researchers would like to request permission to float this

questionnaire to Senior High School students of the said school.

Thank you for your favorable response on this humble request.

Very truly yours,

Ferthzi Valerie Maglinte

Haziel Ortiz
Cherry Ann Francisco
Jomar Balaman
Quiryan Francisco
Researchers

Noted: Approved:

ARIEL L. AMAHOY RICHMOND L. SUMAGANG

Learning Facilitator Secondary School Head Teacher III
Appendix B. Survey Questionnaire of factors affecting student’s level of
interest towards glee club activities and their academic performance.

Research Instrument

Name: Age:

Gender: Year/Section:

Instructions: Please rate: 5-strongly agree, 4-agree, 3-uncertain, 2-disagree,

1-strongly disagree to the statements below.

Adopted and modified from Novations (2009)

Indicator Academic Factors Strongly Agree Uncertain Disagree Strongly

 44

No. Agree (4) (3) (2) Disagree

(5) (1)
1. I got high grades and
perform well in school
because of my talents.
(Dagko kay kog grado
tungod sa akong talento)
2. Because of my talent, it
resulted into poor
performance in school.
(Naapektuhan akung
pagskwela tungod sa akong
talento nga niresulta sa pag
gamay sa akong grado)
3. Different trainings will be
provided by the school to
develop my talents and
potentials.
(Ang among eskwelahan
nagahatag og mga
programa para mas
mulambo ang among
talento)
4. The school allotted budget
and funds to improve our
skills and talents.
(Ang among eskwelahan
nagahatag ug oras para
mulambo ang among
talento)
5. Facilities and other materials
will be provided by the
school in developing our
talents.
(Ang among eskwelahan
nagahatag og pasilidad nga
makatabang sa amoa para
mulambo ang among
talento)

Adopted and modified from Garavan et al (2009)

Indicator Family Factor Strongly Agree Uncertain Disagree Strongly

No. Agree (4) (3) (2) Disagree
(5) (1)
1. My parents provide me
financial support for the
development of my talents
(Akong ginikanan gahatag
ug pinansyal nga suporta
para sa akong talento).
2. My parents wanted to
improve my talents and
willing to support me to join
trainings.
(Akong ginikanan gahatag
ug oras sa pagtagad sa
akong talento)
3. My parents provide
 45

educational opportunity to
develop my talents.
(Ginatagaan ko sa akong
pamilya ug mga wala sa
eskwelahan nga oportunidad
nga mulambo akong talento)
4. My parents are willing to
support me emotionally.
(Naghatag akong pamilya ug
emosyonal nga suporta)
5. My parents motivated me to
participate different activities
to develop my talents.
(Akong ginikanan nagahatag
ug pagtugot nga muapil og
mga kalihokan nga
makatabang sa kalamboan
sa akong talento)

Adopted and modified from Moon et al (2002)

Indicator Peer Factor Strongly Agree Uncertain Disagree Strongly

No. Agree (4) (3) (2) Disagree
(5) (1)
1. My friends encourage
me to continue
developing my talents.
(Gina-encourage ko sa
akong mga
amego/amega)
2. I felt depressed and not
motivated when they
compared me to others.
(Ginakumpara ko sa
uban)
3. I used to be influenced
with my friends on
different hang-out
activities that I do not
have time to improve
my talents.
(Ginaimbita ko sa akong
mga amego/amega sa
mga wala kaayo pulos
nga aktibidadis pareha
sa pagdula, tan-aw ug
salida, party-party ug
uban pa)
4. My friends always show
their support especially
during school contest.
(Gasuporta akung mga
amego/amega sa pagpa
expose sa akong
talento)
5. My friends help me
descover my talents.
(Nakatabang akung
mga amego/amega sa
pag diskubre sa akong
 46

talento)

Adopted and modified from Sunberg (2010)

Indicator Personal Factor Strongly Agree Uncertain Disagree Strongly

No. Agree (4) (3) (2) Disagree
(5) (1)
1. I am afraid of being too
different from others.
(Mahadlok ko nga malahi sa
uban)
2. I do not possess confidence
in showcasing my talents.
(Wala koy kumpiyansa sa
akong kaugalingon nga ma
expose nako akung talento)
3. I am not aware of my talents.
(Wala ko kabalo sa akong
talento)
4. I do not have enough
resources and time to polish
my talents.
(Wala koy sakto nga
kakuhaan ug panahon para
sa akong talento)
5. I am not interested in having
my talent developed.
(Dili ko interesado nga
mulambo akong talento)
Adopted and modified from McDonell (2011)

Indicator The students level of interest will Highly Interested Not

No. be measured in terms of the Interested (2) Interested
following: (3) (1)
1. Learning experiences. (Para makatuon)
2. Making new friends. (Makaila ug mga
amego/amega)
3. Making unforgettable memories.
( Makabuhat ug dili makalimtan nga mga
memories)
4. Discovering about myself. (Madiskubre
akong kaugalingon)
5. To stand out from the rest. (Para mulabaw
sa uban)
6. Disciplining myself and unite with peers.
(Disiplinahon ang kaugalingon ug
makighalo-bilo)
7. Improving skills. ( Para mulambo ang skills)
8. To develop lifelong good habits.
(Para mapalambo ang maayung
binuhatan)
9. To learn valuable traits such as pride,
productivity an organization.
(Makakat-on ug bililhon nga kinaiya sama
sa garbo, produksyon og organisasyon)
10. To maintain good grades. (Mapadayun ang
dagko nga grado)
 47

11. Exploring new area of interest.

(Mangita ug buluhaton nga ganahan kay
nimo)
12. To better my improve my teamwork skills.
(Para mapatsada pa akong teamwork
skills)
13. To foster practical skills such as time
management, leadership and
responsibility.
(Para makakat-on unsaon pag manage sa
oras og mahimong responsable)
14. To be able to acquire a well-rounded
skills in preparation for college.
(Para ma-andam pag-abot sa kolehiyo)
15. To develop and discover my talents.
(Para mapalambo ug madiskubre akung
talento)

Appendix C. Table of Specification

Indicator Academic Factor Mean Standard Qualitative

No. Deviation Description

1. I got high grades and perform well in school 2.8 0.12 Uncertain
because of my talents.
(Dagko kay kog grado tungod sa akong talento)
2. Because of my talent, it resulted into poor 2.43 0.30 Disagree
performance in school.
(Naapektuhan akung pagskwela tungod sa akong
talento nga niresulta sa pag gamay sa akong grado)
3. Different trainings will be provided by the school to 3.43 0.20 Uncertain
develop my talents and potentials.
(Ang among eskwelahan nagahatag og mga
programa para mas mulambo ang among talento)
4. The school allotted budget and funds to improve our 3.25 0.10 Uncertain
skills and talents.
(Ang among eskwelahan nagahatag ug oras para
mulambo ang among talento)
5. Facilities and other materials will be provided by the 3.4 0.15 Uncertain
school in developing our talents.
(Ang among eskwelahan nagahatag og pasilidad
nga makatabang sa amoa para mulambo ang
among talento)
Grand Mean: 3.06 0.20 Uncertain
 48

Indicator Family Factor Mean Standard Qualitative

No. Deviation Description

1. My parents provide me financial support for the 3.35 0.10 Uncertain

development of my talents
(Akong ginikanan gahatag ug pinansyal nga suporta
para sa akong talento).
2. My parents wanted to improve my talents and willing 3.38 0.07 Uncertain
to support me to join trainings.
(Akong ginikanan gahatag ug oras sa pagtagad sa
akong talento)
3. My parents provide educational opportunity to 3.78 0.11 Agree
develop my talents.
(Ginatagaan ko sa akong pamilya ug mga wala sa
eskwelahan nga oportunidad nga mulambo akong
talento)
4. My parents are willing to support me emotionally. 3.23 0.13 Uncertain
(Naghatag akong pamilya ug emosyonal nga
suporta)
5. My parents motivated me to participate different 3.9 0.17 Agree
activities to develop my talents.
(Akong ginikanan nagahatag ug pagtugot nga
muapil og mga kalihokan nga makatabang sa
kalamboan sa akong talento)
Grand Mean: 3.53 0.12 Agree

Indicator Peer Factor Mean Standard Qualitative

No. Deviation Description

1. My friends encourage me to continue developing my 3.88 0.17 Agree

talents.
(Gina-encourage ko sa akong mga amego/amega)
2. I felt depressed and not motivated when they 3.33 Uncertain
compared me to others.
(Ginakumpara ko sa uban)
3. I used to be influenced with my friends on different 3.15 0.15 Uncertain
hang-out activities that I do not have time to improve
my talents.
(Ginaimbita ko sa akong mga amego/amega sa mga
wala kaayo pulos nga aktibidadis pareha sa
pagdula, tan-aw ug salida, party-party ug uban pa)
4. My friends always show their support especially 3.63 0.05 Agree
during school contest.
(Gasuporta akung mga amego/amega sa pagpa
expose sa akong talento)
5. My friends help me descover my talents. 3.6 0.05 Agree
(Nakatabang akung mga amego/amega sa pag
diskubre sa akong talento)
Grand Mean: 3.59 0.10 Agree

Indicator Personal Factor Mean Standard Qualitative

 49

No. Deviation Description

1. I am afraid of being too different from others. 2.63 0.03 Uncertain

(Mahadlok ko nga malahi sa uban)
2. I do not possess confidence in showcasing my 3.2 0.22 Uncertain
talents.
(Wala koy kumpiyansa sa akong kaugalingon nga
ma expose nako akung talento)
3. I am not aware of my talents. 2.63 0.03 Uncertain
(Wala ko kabalo sa akong talento)
4. I do not have enough resources and time to polish 2.8 0.04 Uncertain
my talents.
(Wala koy sakto nga kakuhaan ug panahon para sa
akong talento)
5. I am not interested in having my talent developed. 2.22 0.21 Uncertain
(Dili ko interesado nga mulambo akong talento)
Grand Mean: 2.70 0.11 Uncertain

Indicator The students level of interest will Mean Standard Qualitative

No. be measured in terms of the Deviation Description
following:
1. Learning experiences. (Para makatuon) 2.6 0.03 Highly
Interested
2. Making new friends. (Makaila ug mga 2.58 0.03 Highly
amego/amega) Interested
3. Making unforgettable memories. 2.63 0.04 Highly
( Makabuhat ug dili makalimtan nga mga Interested
memories)
4. Discovering about myself. (Madiskubre 2.25 0.06 Interested
akong kaugalingon)
5. To stand out from the rest. (Para mulabaw 1.8 0.17 Not
sa uban) Interested
6. Disciplining myself and unite with peers. 2.63 0.04 Highly
(Disiplinahon ang kaugalingon ug Interested
makighalo-bilo)
7. Improving skills. ( Para mulambo ang skills) 2.6 0.03 Highly
Interested
8. To develop lifelong good habits. 2.63 0.04 Highly
(Para mapalambo ang maayung Interested
binuhatan)
9. To learn valuable traits such as pride, 2.48 0.00 Interested
productivity an organization.
(Makakat-on ug bililhon nga kinaiya sama
sa garbo, produksyon og organisasyon)
10. To maintain good grades. (Mapadayun ang 2.53 0.02 Highly
dagko nga grado) Interested
11. Exploring new area of interest. 2.43 0.01 Interested
(Mangita ug buluhaton nga ganahan kay
nimo)
12. To better my improve my teamwork skills. 2.43 0.01 Interested
(Para mapatsada pa akong teamwork
 50

skills)
13. To foster practical skills such as time 2.55 0.02 Highly
management, leadership and Interested
responsibility.
(Para makakat-on unsaon pag manage sa
oras og mahimong responsable)
14. To be able to acquire a well-rounded 2.55 0.02 Highly
skills in preparation for college. Interested
(Para ma-andam pag-abot sa kolehiyo)
15. To develop and discover my talents. 2.43 0.01 Interested
(Para mapalambo ug madiskubre akung
talento)
Grand Mean 2.50 0.04 Highly
Interested

Appendix D. Computation of Results

ACADEMIC FACTOR
Indicator No. Indicator Indicator Indicator Indicator
1 No. 2 No. 3 No. 4 No. 5
2 4 4 4 4
4 4 4 4 5
4 2 5 4 4
2 2 1 1 2
3 1 3 1 3
3 2 4 4 3
4 4 4 4 5
4 4 4 4 4

3 2 4 4 5
2 4 4 2 2
2 2 4 4 4
2 2 4 3 4
3 3 4 4 4
4 1 4 4 4
3 4 5 5 4
3 4 5 5 4
4 1 4 4 4
5 4 5 3 2
3 3 3 3 4
3 3 3 3 4
 51

2 2 1 2 1
2 2 1 2 2
1 1 2 4 3
2 2 4 4 4
3 3 2 2 2
2 1 4 3 2
2 4 5 4 4
4 1 4 4 4
4 1 4 4 4
1 1 1 1 4
1 1 4 3 3

3 2 3 4 4
1 1 3 3 3
4 2 4 4 4
3 3 3 3 3
3 3 3 2 3
3 3 3 3 3
3 3 3 3 3
3 3 3 3 3
2 2 2 2 2
112 97 137 130 136
÷ 40 ÷ 40 ÷ 40 ÷ 40
÷40
2.8 2.43 3.43 3.25 3.4

FAMILY FACTOR
Indicator No. Indicator Indicator Indicator Indicator
1 No. 2 No. 3 No. 4 No. 5
4 5 5 3 5
3 4 3 3 4
5 5 2 4 4
1 3 1 4 4
2 3 3 3 3
5 5 4 4 5
4 3 3 3 4
4 4 4 4 5

3 3 3 4 5
4 3 3 4 4
 52

4 4 1 4 4
4 4 4 4 4
4 4 4 4 4
5 4 5 2 5
4 4 3 4 4
2 5 2 2 5
4 4 2 2 4
4 4 2 5 4
4 4 3 4 4
1 3 1 2 2
4 2 2 2 2
4 4 4 4 4
4 4 4 4 4
1 1 1 1 4
3 2 3 2 3
3 3 3 4 3
3 3 2 3 3
3 3 2 3 4
3 3 3 3 4
5 5 3 2 4
3 3 3 3 3

4 3 4 4 3
4 4 3 2 4
2 3 2 5 5
2 1 4 3 3
3 2 2 3 3
3 3 2 4 5
4 3 2 2 4
2 3 2 2 4
3 2 2 4 4
134 135 111 129 156
÷ 40 ÷ 40 ÷ 40 ÷ 40
÷40
3.35 3.38 2.78 3.23 3.9

PEER FACTOR
Indicator No. Indicator Indicator Indicator Indicator
1 No. 2 No. 3 No. 4 No. 5
4 3 3 3 4
4 4 4 3 4
3 2 4 4 4
 53

5 5 3 5 4
4 4 4 3 4
4 4 4 4 4
3 3 3 3 3
4 3 4 5 5

3 4 3 3 3
4 3 4 4 3
1 3 4 4 4
3 3 4 3 3
3 2 4 4 3
3 4 3 2 4
5 4 5 4 4
5 4 4 4 4
4 4 2 4 2
3 5 4 3 2
3 4 4 4 4
2 2 2 2 2
2 2 2 2 2
5 2 1 5 5
3 4 4 4 4
4 2 3 4 4
4 2 3 4 4
5 4 3 3 2
5 4 5 4 4
4 4 3 4 4
5 5 2 4 4
5 4 2 4 4
4 4 4 4 4

5 3 1 4 4
5 4 4 5 5
5 1 1 5 4
3 5 4 3 2
4 2 2 4 5
4 2 2 4 4
4 4 2 2 4
5 4 3 2 4
4 4 3 4 1
155 133 126 146 144
÷ 40 ÷ 40 ÷ 40 ÷ 40
÷40
3.88 3.33 3.15 3.43 3.6
 54

PERSONAL FACTOR
Indicator No. Indicator Indicator Indicator Indicator
1 No. 2 No. 3 No. 4 No. 5
2 3 2 3 3
2 3 2 2 2
2 4 3 2 1
3 3 4 3 3
4 4 2 2 4
3 4 3 4 3
5 4 5 2 1
3 3 2 4 2

3 3 3 3 3
3 3 3 3 3
3 3 3 3 3
3 4 2 3 3
2 3 4 3 3
2 5 4 4 2
2 2 2 3 3
4 4 4 4 4
3 2 1 3 4
2 4 1 1 1
3 4 5 2 1
1 3 4 2 2
2 4 4 3 3
2 4 2 5 5
4 3 4 4 3
2 4 4 4 4
4 4 2 2 2
1 1 1 1
3 3 4 2 1
4 4 3 3 2
2 4 2 2 2
2 4 4 3 2
3 4 4 4 5

3 2 4 3 1
3 2 4 3 1
1 1 1 1 1
5 2 4 2 2
2 3 2 4 3
2 2 4 1 4
 55

2 2 4 4 2
3 4 3 2 4
3 5 2 3 1
105 128 105 112 88
÷ 40 ÷ 40 ÷ 40 ÷ 40
÷40
2.63 3.2 2.63 2.8 2.2

STUDENTS LEVEL OF INTEREST

Indicator Indicator Indicator Indicator Indicator Indicator Indicator Indicator
No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 7 No. 8
2 3 2 2 2 2 2 3
2 2 3 2 1 2 3 2
3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3
3 3 2 3 1 3 3 2
3 3 3 2 1 3 2 3
3 3 3 3 1 3 3 3

3 3 3 3 2 3 3 3
3 2 3 3 2 3 3 3
2 2 2 3 1 3 2 2
2 2 2 1 2 2 2 2
3 2 3 3 1 3 2 3
2 2 2 2 1 3 3 3
3 3 3 2 1 3 2 3
3 3 3 3 2 2 3 3
3 2 2 3 1 3 3 3
2 2 2 2 1 2 2 2
3 3 3 3 3 3 3 3
3 3 3 3 3 3 3 3
3 2 3 2 2 3 3 3
3 3 3 3 3 3 3 3
2 2 2 2 2 2 2 2
3 3 3 3 3 2 3 3
3 3 3 3 3 3 3 3
2 3 3 3 2 3 3 3
2 2 2 2 1 2 2 2
2 2 1 2 2 2 1 2
3 3 2 2 1 2 3 3
 56

2 2 3 2 2 2 2 2
3 2 2 2 2 2 2 2

2 2 2 2 1 2 2 2
2 2 2 2 2 2 2 2
1 3 3 3 2 3 3 3
2 2 3 3 2 3 3 3
3 3 3 3 3 3 2 2
3 3 3 3 1 3 3 3
3 3 3 2 1 2 3 2
3 3 3 3 1 3 3 3
3 3 3 3 1 3 3 2

104 103 105 102 72 105 104 105

÷40 ÷ 40 ÷ 40 ÷ 40 ÷ 40 ÷ 40 ÷ 40 ÷ 40

2.6 2.58 2.63 2 1.8 2.63 2.6 2.63

STUDENTS LEVEL OF INTEREST

Indicator Indicator Indicator Indicator Indicator Indicator Indicator
No. 9 No. 10 No. 11 No. 12 No. 13 No. 14 No. 15
3 3 3 2 2 2 2
1 2 2 2 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 3 3 3 3 3
2 2 3 2 3 3 1
3 2 2 2 3 2 2
2 3 3 3 3 3 3

3 3 3 3 3 3 3
3 3 3 3 3 3 3
1 2 2 2 2 3 2
2 2 2 2 3 2 3
3 2 1 2 3 2 1
2 2 3 3 3 3 3
3 2 2 2 3 2 2
2 2 2 2 2 2 2
2 3 2 3 3 3 3
2 2 2 2 2 2 2
3 3 3 3 3 3 3
 57

3 3 3 3 3 3 3
3 3 3 2 2 2 2
3 3 3 3 3 3 3
2 2 2 2 2 2 2
3 3 3 3 3 3 3
3 3 3 3 3 3 3
3 3 2 3 3 3 2
2 2 2 2 2 2 2
1 2 3 2 1 3 2
3 2 2 2 2 2 1
3 3 3 2 3 3 3
2 2 2 2 2 2 1

2 2 2 2 2 2 2
2 2 2 2 2 2 2
2 2 2 2 2 2 2
3 2 3 3 3 3 3
3 2 2 2 2 2 2
3 3 2 2 1 1 3
3 3 3 3 3 3 3
2 3 2 3 3 3 3
2 3 2 2 2 3 3

99 101 97 97 102 102 97

÷40 ÷ 40 ÷ 40 ÷ 40 ÷ 40 ÷ 40 ÷ 40

2.48 2.53 2.43 2.43 2.55 2.55 2.43

 58

X Y X2 Y2 XY
88 88 7,744 7,744 7,744
88 88 7,744 7,744 7,744
88 88 7,744 7,744 7,744
92 92 8,464 8,464 8,464
84 84 7,056 7,056 7,056
87 86 7,569 7,396 7,482
89 89 7,921 7,921 7,921
84 84 7,056 7,056 7,056
87 87 7,569 7,569 7,569
86 86 7,396 7,396 7,396
88 89 7,744 7,921 7,832
85 85 7,225 7,225 7,225
89 89 7,921 7,921 7,921
85 86 7,225 7,396 7,310
80 81 6,400 6,561 6,480
86 90 7,396 8,100 7,740
90 78 8,100 6,084 7,020
85 88 7,225 7,744 7,480
88 86 7,744 7,396 7,568
89 88 7,921 7,744 7,832
83 83 6,889 6,889 6,889
85 86 7,225 7,396 7,310
82 72 6,724 5,184 5,904
85 86 7,225 7,396 7,310
83 83 6,889 6,889 6,889
85 85 7,225 7,225 7,225
90 89 8,100 7,921 8,010
79 81 6,241 6,561 6,399
80 71 6,400 5,041 5,680
77 83 5,929 6,889 6,391
91 92 8,281 8,464 8,372
83 86 6,889 7,396 7,138
84 84 7,056 7,056 7,056
83 85 6,889 7,225 7,055
 59

86 86 7,396 7,396 7,396

90 82 8,100 6,724 7,380
85 83 7,225 6,889 7,055
88 87 7,744 7,569 7,656
84 73 7,056 5,329 6,132
86 85 7,396 7,225 7,310
3,427 3,394 294,043 288,846 291,141

ACADEMIC FACTOR

1. SD= √∑ (xi-x̄)² 2. SD= √∑ (xi-x̄)² 3. SD= √∑ (xi-x̄)²

N n n
 60

= √∑ (2.8-3.06)² = √∑ (2.43-3.06)² = √∑ ( 3.43-3.06)²

5 5 5
= √∑ (-0.26)² = √∑ (-0.63)² = √∑ (0.37)²

5 5 5
= √∑ (0.0676) = √∑ (0.3969) = √∑ (0.1369)

5 5 5

= √ 0.01352 = √ 0.07938 = √ 0.02738

= 0.11627553483 = 0.28174456516 = 0.16546903033

= 0.12 = 0.30 = 0.20

4. SD= √∑ (xi-x̄)² 5. SD= √∑ (xi-x̄)²

N n

= √∑ (3.25-3.06)² = √∑ (3.4-3.06)²
5 5
= √∑ (0.19)² = √∑(0.34)²

5 5
= √∑ (0.0361) = √∑ (0.1154)

5 5

= √ 0.00722 = √ 0.02312

= 0.08497058314 = 0.15205262247

= 0.10 = 0.15

FAMILY FACTORS

1. SD= √∑ (xi-x̄)² 2. SD= √∑ (xi-x̄)² 3. SD= √∑ (xi-x̄)²

 61

N N n

= √∑ (3.35-3.53)² = √∑ (3.38-3.53)² = √∑ (3.78-3.53)²

5 5 5
= √∑ (-0.18)² = √∑ (-0.15)² = √∑ (0.25)²

5 5 5
= √∑ (0.0324) = √∑ (0.0225) = √∑ (0.0625)

5 5 5

= √ 0.00648 = √ 0.0045 = √ 0.0125

= 0.0804984719 = 0.0670820393 = 0.1118033989

= 0.120 = 0.07 = 0.11

4. SD= √∑ (xi-x̄)² 5. SD= √∑ (xi-x̄)²

N N

= √∑ (3.23-3.53)² = √∑ (3.9-3.53)²
5 5
= √∑ (-0.3)² = √∑(0.37)²

5 5
= √∑ (0.09) = √∑ (0.1369)

5 5

= √ 0.018 = √ 0.02738

= 0.1341640789 = 0.16546903033

= 0.13 = 0.17

PERSONAL FACTORS
 62

1. SD= √∑ (xi-x̄)² 2. SD= √∑ (xi-x̄)² 3. SD= √∑ (xi-x̄)²

N n n

= √∑ (2.63-2.70)² = √∑ (3.2-2.70)² = √∑ (2.63-2.70)²

5 5 5
= √∑ (-0.07)² = √∑ (0.5)² = √∑ (-0.07)²

5 5 5
= √∑ (0.0049) = √∑ (0.25) = √∑ (0.0049)

5 5 5

= √ 0.00098 = √ 0.05 = √ 0.00098

= 0.03130495168 = 0.22360679775 = 0.03130495169

= 0.03 = 0.22 = 0.03

4. SD= √∑ (xi-x̄)² 5. SD= √∑ (xi-x̄)²

N n

= √∑ (2.8-2.70)² = √∑ (2.22-2.70)²
5 5
= √∑ (0.1)² = √∑(-0.48)²

5 5
= √∑ (0.01) = √∑ (0.2304)

5 5

= √ 0.002 = √ 0.04608

= 0.04472135955 = 0.21466252584

= 0.04 = 0.21

PEER FACTOR
 63

1. SD= √∑ (xi-x̄)² 2. SD= √∑ (xi-x̄)² 3. SD= √∑ (xi-x̄)²

N N n

= √∑ (3.88-3.49)² = √∑ (3.38-3.49)² = √∑ (3.15-3.49)²

5 5 5
= √∑ (0.39)² = √∑ (-0.11)² = √∑ (-0.34)²

5 5 5
= √∑ (0.1521) = √∑ (0.0121) = √∑ (0.1156)

5 5 5

= √ 0.03042 = √ 0.00242 = √ 0.02312

= 0.174413302244 = 0.049193495505 = 0.15205262246

= 0.17 = 0.05 = 0.15

4. SD= √∑ (xi-x̄)² 5. SD= √∑ (xi-x̄)²

N N

= √∑ (3.43-3.49)² = √∑ (3.6-3.49)²
5 5
= √∑ (-0.06)² = √∑(0.11)²

5 5
= √∑ (0.0036) = √∑ (0.121)

5 5

= √ 0.00072 = √ 0.00242

= 0.02683281573 = 0.049193495505

= 0.03 = 0.05

STUDENTS LEVEL OF INTEREST

 64

1. SD= √∑ (xi-x̄)² 2. SD= √∑ (xi-x̄)² 3. SD= √∑ (xi-x̄)²

N n n

= √∑ (2.6-2.47)² = √∑ (2.58-2.47)² = √∑ (2.63-2.47)²

15 15 15
= √∑ (0.13)² = √∑ (0.11)² = √∑ (0.16)²

15 15 15
= √∑ (0.0169) = √∑ (0.0121) = √∑ (0.0256)

15 15 15

= √ 0.00112666667 = √ 0.0008066 = √ 0.001706

= 0.03356585572 = 0.02840187793 = 0.0413118224

= 0.03 = 0.23 = 0.04

4. SD= √∑ (xi-x̄)² 5. SD= √∑ (xi-x̄)²

N n

= √∑ (2.25-2.47)² = √∑ (1.8-2.47)²
15 15
= √∑ (0.22)² = √∑(-0.67)²

15 15
= √∑ (0.0484) = √∑ (0.4489)

15 15

= √ 0.003226 = √ 0.029926

= 0.05679788728465 = 0.17299132926

= 0.06 = 0.17
 65

6. SD= √∑ (xi-x̄)² 7. SD= √∑ (xi-x̄)² 8. SD= √∑ (xi-x̄)²

N N n

= √∑ (2.63-2.47)² = √∑ (2.6-2.47)² = √∑ (2.63-2.47)²

15 15 15
= √∑ (0.16)² = √∑ (0.13)² = √∑ (0.16)²

15 15 15
= √∑ (0.0256) = √∑ (0.0169) = √∑ (0.0256)

15 15 15

= √ 0.001706 = √ 0.001126667 = √ 0.001706

= 0.0413037528 = 0.0335658606 = 0.0413118224

= 0.034 = 0.03 = 0.04

9. SD= √∑ (xi-x̄)² 10. SD= √∑ (xi-x̄)²

N N

= √∑ (2.48-2.47)² = √∑ (2.53-2.47)²
15 15
= √∑ (0.01)² = √∑(0.06)²

15 15
= √∑ (0.0001) = √∑ (0.0036)

15 15

= √ 0.00000666667 = √ 0.00024

= 0.00258198954 = 0.01549193338483

= 0.00 = 0.02
 66

11. SD= √∑ (xi-x̄)² 12. SD= √∑ (xi-x̄)² 13. SD= √∑ (xi-x̄)²

N n n

= √∑ (2.43-2.47)² = √∑ (2.43-2.47)² = √∑ (2.55-2.47)²

15 15 15
= √∑ (-0.04)² = √∑ (-0.04)² = √∑ (0.08)²

15 15 15
= √∑ (0.0016) = √∑ (0.0016) = √∑ (0.0064)

15 15 15

= √ 0.000106 = √ 0.000106 = √ 0.000426

= 0.010295630140 = 0.010295630140 = 0.020639767440

= 0.01 = 0.23 = 0.02

14. SD= √∑ (xi-x̄)² 15. SD= √∑ (xi-x̄)²

N n

= √∑ (2.55-2.47)² = √∑ (2.43-2.47)²
15 15
= √∑ (0.08)² = √∑(-0.04)²

15 15
= √∑ (0.0064) = √∑ (0.0016)

15 15

= √ 0.000426 = √ 0.0000106

= 0.02063976744055 = 0.01029563014099

= 0.02 = 0.01
 67

RELATIONSHIP BETWEEN TALENT AND SKILLS AND THEIR

ACADEMIC PERFORMANCE

r= √N∑xy-(∑x) (∑y)

√ [N∑x²- (∑x)² ∫ N∑y²- (∑y)²]

r= √40 (291,141) – (3,427) (3,394)

√40 (294,043) – (3,427)² ∫ 40 (288,846) – (3,394)²

= √11,645,640-11,631,238

√ 11,761,720-11,744,329 ∫ 11,553,840-11,519,236

= √14, 402

√ 17,391) (34,604)

= √14,402

√601,798,164

= 120.00833304

24,531.574837

= 0.0048919945

= 0.00

Appendix E. Pictorials
 68

Figure 3 the researchers gathering as a group to discuss about their assigned

work.

Figure 4. The group gathering outside after school and working together to
complete the research instrument.
 69

Figure 5 the researchers floated the research instrument to the respondents

after being permitted by the school head.

Figure 6.The researchers tallying the data gathered.

Figure 7 the researchers during the chapter four defend.

 70

CURRICULUM VITAE
 71

A. Personal Information

Name: Ferthzi Valerie Maglinte

Address: P-1 Little Baguio, San Fernando, Bukidnon

Place of Birth: P-1 Little Baguio, San Fernando, Bukidnon

Date of Birth: August 13, 2002

Age: 17 years pld

Height: 157

Weight: 43kg

Civil Status: Single

Mother: Lenny A. Maglinte

Father: Jeneber L. Balingcasag

B. Educational Background

Elementary: Little Baguio Elementary School

Little Baguio, San Fernando, Bukidnon

(2013-2014)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)
 72

CURRICULUM VITAE

A. Personal Information

Name: Cherry Ann Francisco

Address: P-3 Namnam, San Fernando, Bukidnon

Place of Birth: P-3 Namnam, San Fernando, Bukidnon

Date of Birth: April 25, 2001

Age: 18 years old

Height: 145

Weight: 41kg

Civil Status: Single

Mother: Vanessa May C. Francisco

Father: Edgar A. Francisco

B. Educational Background

Elementary: Namnam Elementary School

Namnam San Fernando, Bukidnon

(2013-2014)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)

CURRICULUM VITAE
 73

A. Personal Information

Name: Charlene A. Gica

Address: Sitio Alubijid, Namnam, San Fernando, Bukidnon

Place of Birth: P-13 Batangan, Valencia City

Date of Birth: July 08, 2001

Age: 18 years old

Height: 5.4

Weight: 49kg

Civil Status: Single

Mother: Jerlinda A. Gica

Father: Wilfredo G. Gica

B. Educational Background

Elementary: San Francisco Villa Elementary School

Kalagutay, Base Camp, Maramag, Bukidnon

(2013-2014)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)

CURRICULUM VITAE
 74

A. Personal Information

Name: Heziel R. Ortiz

Address: Purok 1, Sacramento Valley, San Fernando, Bukidnon

Place of Birth: Sacramento Valley, San Fernando, Bukidnon

Date of Birth: July 03, 2002

Age: 17 years old

Height: 5’4

Weight: 57kg

Civil Status: Single

Mother: Ritchel R. Ortiz

Father: Eliezar Ortiz

B. Educational Background

Elementary: Sacramento Valley, Elementary School

Sacramento Valley San Fernando, Bukidnon

(2013-2014)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)

CURRICULUM VITAE
 75

A. Personal Information

Name: Quiryan Y. Francisco

Address: P-3 Namnam, San Fernando, Bukidnon

Place of Birth: P-3 Namnam, San Fernando, Bukidnon

Date of Birth: March 31, 1999

Age: 20 years ols

Height: 5’3

Weight: 40kg

Civil Status: Single

Mother: Flordeliza Y. Francisco

Father: Ques E. Francisco

B. Educational Background

Elementary: Namnam Elementary School

Namnam San Fernando, Bukidnon

(2013-2014)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)

CURRICULUM VITAE
 76

A. Personal Information

Name: Jomar P. Balaman

Address: Purok 1 Little Baguio, San Fernando, Bukidnon

Place of Birth: Bayting, Little Baguio, San Frernando, Bukidnon

Date of Birth: December 21 2000

Age: 19 years old

Height: 170 cm

Weight: 48 kg

Civil Status: Single

Mother: Maricel Panimdim Balaman

Father: Jonie Nacaya Balaman

B. Educational Background

Elementary: Alanib Central Elementary School

Alanib Lantapan, Bukidnon

(2012-2013)

Secondary: Little Baguio National High School

Little Baguio, San Fernando, Bukidnon

(2019-2020)