San Pablo Colleges: The Problem and A Review of Related Literature

San Pablo Colleges Page | 1
CHAPTER I
THE PROBLEM AND A REVIEW OF RELATED LITERATURE
A student’s success is based on his effort as what most people
believe. The more time you spend studying, the more likely you will achieve your
goal. The effort exerted by a certain student depends on how motivated he is to
succeed. It depends on how high he set his desired outcome that will lead him to
fulfilling this through effort.
According to Renninger, K.A. (2019), studies suggest that effort is
associated with the possibility of doing well on a task. Students are engaged in
learning when teachers promote effort in class in a form of participation, setting
high expectations and encouraging students to support one another. If the students
have a clear view of their tasks, they might also be expected to be able to
effectively regulate the possibility of their success.
There are students who do not put much effort on their studies and they
may not have any problem with it at all but for some, this is seen as a problem.
Those students who do well and put more effort on their studies are likely to
benefit substantially from their hard work. But there are also some who put less
effort and still receive the same recognition. That is why the researchers
conducted a study regarding the students’ effort and their academic performance.
This study aims to understand the effects of amount of effort exerted by the Grade
12 students from different strand to their academic performance.

Review of Related Literature
As cited in the book of Wild, M. & Mitchell, H. (2007), under teacher’s
guidance, the capability of children with equal levels of mental development to
learn varied to a high degree. It turns out that those children were not mentally the
same age and the course of their learning would be different.
As stated by Wangu, M.J. (2014), the finding turned out that male students
performed much better than female students on science of biology, chemistry and
mathematics. However, female students out performed male students in subject
levels in the language of literature.
Davis-Kean (2005), Pearce (2006), Vartanian et al. (2007) mentioned that
parental expectations affect student’s academic performance. It plays a critical
role on their child’s academic success. Students with parents that hold high
expectations are more likely to receive higher grades and achieve higher than
those whose parents have low expectations on them. In addition, setting self-
expectations can influence one’s performance. When one sets high expectations
on himself, he will begin to act in ways that will make the desired outcome to
happen. Setting high expectations for yourself and for those around you may
actually help you to turn goals into reality. (Strenger, M., 2019). Thus, according
to the study of Dotson, R. (2016). Setting goals help students focus on their
desired outcome and provides a clear direction for their success. Thus, goals must
be supported by a specific plan of action that outlines the steps to be taken to
maximize success.
As mentioned by Renninger, K.A. (2019), studies suggest that effort is
associated with the possibility of doing well on a task. Students are engaged in
learning when teachers promote effort in class in a form of participation, setting
high expectations and encouraging students to support are another. If the students
have a clear view of their tasks, they might also be expected to be able to
effectively regulate the possibility of their success. In addition, according to Jacob
& Chase (1992) as cited by Essays, UK (2018), participation means that students
are actively speaking in class such as answer and ask questions, make comments,
and join in discussions. Students who do not participate in any of the mentioned
activity are often considered to be passive and are generally penalized when
participation is graded. Kolk, M. (2019) stated that project work challenges
students to think beyond. It helps them develop skills, and confidence necessary
for their success. Different assessments are suggested to enhance students’
understanding including the self-reflection that gives students a means to
determine what they think they have learned and how well they have learned it. If
the students know that other people will be relying on and judging the information
and ideas they propose, their motivation to work hard and take risks increases.
Thus, according to Atkinson & O’Conner (1966), a study was conducted to find
out the relationship between the task performance of the students and the strength
of their achievement motivation. The study resulted that the student with much
stronger motivation to achieve success and avoid failure, perform better with
more efficient and faster task performance than those who had relatively weak
motivation to succeed and avoid failure. Furthermore, according to Kipkemboi, F.
& Korir, D. (2013), students who have positive attitude towards their academic
work and their teachers perceive themselves as high achievers and those students
who attend schools regularly have an advantage of performing better
academically than those students without such tributes.
As stated by McGee, K. (2018), a survey done by the National survey of
student engagement shows that students who studied more not only had the
confidence to think they’ll do well on a test but also carried less anxiety
throughout the school year. They also indeed perform better than those students
who study with the minimum amount. Students who studied more may feel that
they had exceeded their expectations. Carbonaro, W. (2005) mentioned that
students coming from higher tracks exert more effort than those in lower tracks.
This is influenced by the students’ experiences in their classes. Effort is related to
students’ learning. And the effect of students’ effort on their learning is roughly
the same regardless of the track they belong. In addition, Biel, R. & Brame, C.
(2015) stated that cooperative learning is one way to maximize student’s effort. It
uses both goal interdependence and resource interdependence to ensure

interaction and communication among group members. Studies suggest that
through cooperative learning, students who participate in group learning had
greater academic achievement, exhibited more favourable attitude towards
learning and had increased persistence than the students who do not participate.
According to Lawal (1988) as cited by Hameiri & Nir (2014), when the
students are enjoying and are motivated to learn more, they will have a positive
attitude in it. Student with positive attitude will be more motivated to learn while
the one with negative attitude will hinder learning. Also, motivating students so
that they can put academic effort depends on how they perceive its benefits on
their academic progress. It also depends on their belief that exerting effort will
lead to higher performance. And student’s determination to work hard is driven
by their level of need, particularly their need to achieve. (Cooper, E. & Geiger,
M.,2019). In addition, cooperative learning is one way to maximize student’s
effort. It uses both goal interdependence and resource interdependence to ensure
interaction and communication among group members. Studies suggest that
through cooperative learning, students who participate in group learning had
greater academic achievement, exhibited more favourable attitude towards
learning and had increased persistence than the students who do not participate.
(Biel, P. & Brame, C.,2015). Furthermore, Studies suggest that motivation can be
manipulated. Usage of rewards may either motivate or discourage a student

depending on the type of reward and the context they are given. Teachers can
motivate students by attempting to give them more control over their own
learning by allowing them to make choices and use collaborative or cooperative
learning approaches to enhance interdependence. (Lai, E.,2011).
Synthesis
Based on the related literature of the study, setting high expectation or goal helps
the students know how much effort they need to exert in order to achieve their
high academic performance. This will serve as their motivational force to study
more. By exerting certain amount of effort, the outcome and future motivation of
the students are affected. These variables are going in circle in which expectations
affects the amount of effort and the effort determines the outcome and so does the
motivation. Also, expectations of parents help the students create their own
expectations on themselves. Thus, other factors such as age and gender seem to
have an effect on how much effort a student can do. So the higher the set
expectations are, the higher the chance they will exert and effort and be motivated
to achieve their desired outcome.

Theoretical Framework
Figure 1. Expectancy Theory by Victor H. Vroom (1964)
The theoretical framework is based on expectancy theory by Victor H.
Vroom (1964) that was soon extended by Edward Lawler and Lyman Porter
(1968). Expectancy theory is classified as a process theory of motivation because
it emphasizes individual perceptions of the environment and subsequent
interactions arising as a consequence of personal expectations.
The theory is based on the assumption that our behavior is based on
making a conscious choice from a set of possible alternative behaviors. According
to Expectancy Theory, the behavior we chose will always be the one that
minimizes our pleasure and minimizes our pain. This theory provides the idea that
an individual’s motivation comes from believing they will get what they desire in
the form of a reward.

Conceptual Framework
Figure 2. Based on the Expectancy Theory by Victor H. Vrooms (1964)
According to the Expectancy Theory, the best effort makes the best
rewards. If the grade 12 students aim to achieve high grades and exerted the most
effort that they can give, therefore these students can pass the criteria and excel in
their academic performance.
Formula:
Expectancy x Instrumentality x Valence = Motivation
And as the three component which are expectancy, instrumentality and valence
are high, the students’ motivation is at its maximum level to achieve their goal.
Statement of the Problem
The main concern of the study was to gain a deeper understanding on the
relationship between the amount of effort exerted and the academic performance
of the Grade 12 students.
Specifically, it sought to answer the following:
1. What is the student’s profile in terms of:
1.1 Gender;
1.2 Age;
1.3 Strand; and
1.4 Perceived General Average?
2. How does the academic performance of the Grade 12 students be affected in
terms of:
2.1 Expectancy;
2.2 Instrumentality;
2.3 Valence; and
2.4 Motivation?
3. What are the effects of the amount of effort exerted by the Grade 12 students
on their academic performance?

CHAPTER II
METHOD
Research Design
The researchers employed correlational method of research to determine
the relationship between students’ effort and their academic performance.
Through this method, the researchers examine multiple variables simultaneously.

26
By obtaining the variables, the researchers had sought to predict either positive,
as variable A increases, variable B also increases and the negative as variable A
decreases, so does the variable B.
Participants of the Study
The study focused on Grade 12 students of San Pablo Colleges. The
researchers asked 42 students coming from the academic strands (ABM, STEM
and HUMMS) to answer a self-made questionnaire. Each strand has 14
participants with 7 non honor and 7 honors respectively. The students were
chosen based on their previous academic performance which was Grade 11.
Instrument
The instrument used in the study was in survey form. It was a self-made
questionnaire specifically to target students belonging in academic strand. The
questionnaire contains questions regarding student’s effort, their expectations,
the actual outcome and their motivation. The participants helped the researchers
to understand how effort affects not only their expectations but also their
motivation for their future success.
Data-Gathering Procedure
The researchers prepared a letter of request to the Senior High School
Department of San Pablo Colleges to administer the survey among its Grade 12
students. Upon the approval, the materials for the survey were properly
distributed and each of the participants were given sufficient time to answer. After
obtaining the data, it was encoded and checked for validation. All the data
gathered were tallied and tabulated. The data obtain was used as the basis of
interpretation in terms of response, frequency and percentage.
Data Analysis
In determining the significant relationship between the amount of effort
exerted by the Grade 12 students and their academic performance, the researchers
applied purposive sampling. According to Robinson (2014). Purposive sampling
is an intention selection of participants based on their ability to elucidate a
specific theme, concept or phenomenon. In addition, the researchers employed the
four-point Likert scale where each point correspond to a Likert item.
Point Scale Verbal Interpretation

1 1.oo-1.49 Strongly Agree
2 1.50-2.49 Agree
3 2.50-3.49 Disagree
4 3.50-4.49 Strongly Disagree
CHAPTER III
RESULTS AND DISCUSSION

Table 1
Gender of the Participants
Gender Frequency Percentage (%)

Male 7 17%
Female 35 83%
Total 42 100%
The above table shows that 83% of the 42 participants were female and
17% were male revealing the predominance of female students.
Table 2
Age of the Participants
Age Frequency Percentage (%)

16-17 33 79%
18 and above 9 21%
Total 42 100%
The table 2 indicates that the age 16-17 got the highest frequency of 33
participants or 79%. Age 18 and above got the least participant which have a
frequency of 9 or 21%.
Table 3
Academic Strand of the Participants
Strand Frequency Percentage (%)

STEM 14 33%
ABM 14 33%
HUMSS 14 33%
Total 42 100%
The table 3 shows that the three strands which are STEM, ABM and
HUMSS have the same frequency of 14 participants or 33% respectively.
Table 4
Perceived General Average of the Participants
Perceived General Frequency Percentage (%)

Average
80-85 12 29%
86-89 12 29%
90-95 18 43%
96 and above 0 0%
Total 42 100%
The above table shows that the perceived general average of 90-95 got the
highest frequency of 18 participants or 43%. Both 80-85 and 86-89 got the same
frequency of 12 participants or 29%. The 96 and above got the lowest frequency
of 0 participant or 0%.
Statement WM VI
Students who: 1.31 Strongly
1. Put a lot of effort in studying more likely to have Agree
higher grade.
2. Prefer to use “stock knowledge. 2.26 Agree
3. Who always participate in the oral recitation or 1.67 Agree
discussion have higher chance of learning
4. Put a large amount of time in studying have higher 1.50 Agree
chance of learning.
5. Student’s expectancy value was influenced by their 1.76 Agree
previous success.
Table 5
Participants’ checklist on what they expect on their Academic Performance

Table 5 indicates the highest weighted mean that in studying according to
the participants, students who put a lot of effort in studying are more likely to
have higher grade which got 1.31 with the verbal interpretation of “Strongly
Agree”. Thus, students who put a large amount of time in studying have higher
chance of learning got a weighted mean of 1.50 with the verbal interpretation of
“Agree”. Students who always participate in oral recitation or discussion have
higher chance of learning got the weighted mean of 1.67 with the verbal
interpretation of “Agree”. While the statement regarding the student’s expectancy
value was influenced by their previous success got the weighted mean of 1.76
with the verbal interpretation of “Agree” and students who prefer to use "stock
knowledge got the lowest weighted mean of 2.26 with the verbal interpretation of
“Agree”.
Table 6
Participant’s response on how much effort they put in their studies
Statement WM VI
I make sure to:
1. Participate in class during most of the time 2.10 Agree
2. Comply the projects, activities and assignments 1.48 Strongly
that I missed. Agree
3. Participate actively in group activities and 1.64 Agree
performances.
4. Put my best effort in doing my school works. 1.52 Agree
5. Search additional information about our current 1.90 Agree
lesson on other resources to widen my knowledge.
Table 6 shows the highest weighted mean that students make sure to
comply the projects, activities and assignments that they missed which got 1.48
with the verbal interpretation of “Strongly agree”. Also, students who make sure
to put their best effort in doing school works got the weighted mean of 1.52 with
the verbal interpretation of “Agree”. Students who make sure to participate
actively in group activities and performances got the weighted mean of 1.64 with
the verbal interpretation of “Agree”. While students who make sure to search
additional information about their current lesson on other resources to widen
their knowledge got the weighted mean of 1.90 with the verbal interpretation of
“Agree” and students who make sure to participate in class during discussion
most of the time got the lowest weighted mean of 2.10 with the verbal
interpretation of “Agree”.
Table 7
Perceptions of Grade 12 students on how much reward they got based on their
effort.
Statement WM VI
I can:
1. Become more active in participating in class 2.12 Agree
discussion and recitation
2. Be more confident in dealing and participating 2.02 Agree
group activities and performance.
3. Practice a better study habit in order to gain more 1.79 Agree
knowledge.
4. Manage my time more efficiently. 2.12 Agree
5. Maintain the good grades I have because of a good 2.00 Agree
study habit.
Table 7 indicates the highest weighted mean that students who can
practice a better study habit to gain more knowledge which got 1.79 with the
verbal interpretation of “Agree”. Thus, students who can maintain good grades
because the study habit that they have got the weighted mean of 2.00 with the
verbal interpretation of “Agree”. Students who can be more confident in dealing
and participating group activities and performances got the weighted mean of
2.02 with the verbal interpretation of “Agree”. While students who can become
more active in participating in class discussion and recitation and students who
can manage their time more efficiently both got the weighted mean of 2.12 which
is the lowest with the verbal interpretation of “Agree”.
Table 8
Participant’s response on how motivated they are to study based on the outcome
of their efforts.
Statement WM VI
Students:
1. Are intrinsically motivated if they love or enjoy 1.48 Strongly
what they are doing even if there is no reward or Agree
incentive for it.
2. Feel motivated when someone gives compliments 1.45 Strongly
about their learning capabilities. Agree
3. May exert their full effort, time and energy if they 1.43 Strongly
receive an incentive and credits from their teachers Agree
for the work they have done.
4. Are motivated by teachers who uses visual aids 1.62 Agree
such us well-organized charts, diagrams and video
presentations.
5. Are motivated if the teachers help them to work 1.29 Strongly
together towards common collective goals. Agree
Table 8 indicates the highest weighted mean that students are motivated if the
teachers help them to work together towards common collective goals which got
1.29 with the verbal interpretation of “Strongly Agree”. Also students may exert
their full effort, time and energy if they receive an incentive and credits from their
teachers for the work they have done got the weighted mean of 1.43 with the
verbal interpretation of “Strongly Agree”. Students feel motivated when someone
gives compliment about their learning capabilities got the weighted mean of 1.45
with the verbal interpretation of “Strongly Agree”. While students are
intrinsically motivated if they love or enjoy what they are doing even if there is no
reward or incentive for it got the weighted mean of 1.48 with the verbal
interpretation of “Strongly Agree” and students are motivated by teachers who
uses visual aids such as well-organized charts, diagrams and video presentations
got the lowest weighted mean of 1.62 with the verbal interpretation of “Agree”.
CHAPTER IV
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
This study aimed to determine the correlation of amount of effort exerted
to the academic performance of the Grade 12 students of San Pablo Colleges
enrolled in the Academic Year 2019-2020.
The findings of the study are as follows:
It was found out that out of 42 participants 83% were female and 17%
were male, 79% are students with age 16-17 and the remaining 21% are students
18 and above. In which having different age may have an effect on the way they
exert effort. Also, 43% of the students have perceived general average of 91-95
while 80-85 and 85-90 got 29% of the students which contributes to the amount of
the motivation that they have.
 Participants’ response on what they expect on their academic
performance
The weighted mean of 1.31 based on the data gathered, indicates that
students who put a lot of effort in studying are more likely to have higher grades
with the verbal interpretation of strongly agree is what students believe and expect
of themselves.
 Participants’ response on how much effort the exert in their studies
According to the gathered results, students who make sure to comply with
the projects, activities and assignments that they have missed got the highest
weighted mean of 1.48 with the verbal interpretation of strongly agree. It shows
that student’s sense of responsibility contributes a lot on their academic
performance.
 Participants’ response on how much reward they got based on their
efforts
According to the gathered results, students who practice a better study
habit in order to gain more knowledge got the highest weighted mean of 1.79 with
the verbal interpretation of agree is what most students get as a reward from their
efforts.
 Participants’ response on how motivated they are to study based on
the outcome of their efforts
According to the gathered results, students are motivated if the teachers
help them to work together toward common collective goals got the highest
weighted mean of 1.29 with the verbal interpretation of strongly agree. It shows
that students feel more motivated if the teachers help them achieve their goals.
Conclusion
Based on the results derived from the responses made by the participants
on the statement checklist provided to them, the researchers came up with the
following findings:
1. Effort has a positive effect on student’s performance which resulted to a
higher motivation for their next academic performance.
2. Effort is one of the factors that helps students achieve academic success.
Recommendations
Based on the findings and conclusion of this study, the researchers humbly
recommend the following:
1. It is advisable for the students to exert extra effort in their studies in
order to maintain or improve their current academic performance.
2. For the researchers to improve the study by including other factors that
may seem to have an effect on the student’s academic performance such as kind
of study habits that the students have, availability of information (like books and
dictionaries) etc.
References
Biel,R. & Brame, C. (2015). Setting up and Facilitating Group work: Using
Cooperative Learning Groups Effectively. Retrieved from
https://eft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-
group-work-using-cooperative-learning-groups-effectively/
Carbonaro, W.(2005). Tracking, Students Effort and Academic Achievement.
Sociology of Education,. 78(1), p 27-49. Retrieved from
https://www.jstor.org/stable/4148909
Cooper,E. & Geiger,M. (2019). Student Motivation. Retrieved from
https://www.jstor.org/stable/20152454
Dotson,R.(2016). Goal Setting to Increase Student Academic Performance.
Retrieved from https://eric.ed.gov/?id=E51158116
Kolk,M.(2019). Assessing Student Project Work. Retrieved from
https://creativeeducator.tech4learning.com/v107/articles/Assessing_Stude
nt_Project_Work
Lawal (1988). as cited by Hameiri & Nir (2014). Relationship Between
Motivation and Teacher's Teaching Style Among Secondary School
Students in Kulai. Retrieved from
https://www.researchgate.net/publication/318066397_Relationship_
between_motivation_and_teacher's_teaching_style_among_secondary_sch
ool_students_in_kulai
McGee,K.(2018). How Amount of Studying Affects Grades. Retrieved from
https://classroomsynonym.com/amount-studying-affects-grades-8711.html
Mitchell,H. & Wild,M.(2007).Reflective Reader: Early Childhood
Studies,p43.(1st ed.) SAGE Publication, UK.
Strenger, M.(2019). How Expectations Influence Performance. Open Colleges.
London. Retrieved from:
https://opencolleges.edu.au/informed/features/expectations-influence-
performance/
APPENDICES
Appendix A
Letter to the Pricipal
Appendix B
Letter to the Teachers
Appendix C
Letter to the Students
CURRICULUM
VITAE
JOYCE KAYLA C. ALANO
Home address
Brgy. San Gregorio San Pablo City, Laguna
09569308491
Personal Information
Age 17 years’ old
Date of Birth May 25, 2002
Place of Birth San Pablo City
Gender Female
Height 5'
Weight 50
Nationality Filipino
Religion Catholic
Languages Spoken Filipino
Father’s Name Reny M. Alano

Age 53 years' old
Occupation Salesman
Mother’s Name Venus Alano

Age 55 years’ old
Occupation Caretaker
Sibling/s John Rayven C. Alano
John Reeve C. Alano
Joan Venerie C. Alano
Educational Background
Name of School/School Address Year
Primary Education
Liceo De San Pablo 2008-2014
M. Paulino street, San Pablo City
Junior High School

St. Joseph School 2014-2018
141 Cipriano Colago Ave, San Pablo City
Senior High School

San Pablo Colleges 2018-present
Brgy. 3-A Hermanos Belen Street, San Pablo City
Seminars or Contests joined

Grade 7
 Champion Essay Writing
Grade 8
 Top 3 Essay Writing
Joyce C. Alano
SHIELA MAE A. BILALE
Home address
Brgy. Concepcion, San Pablo City, Laguna
09079946145
Age 18 years’ old
Date of Birth September 29, 2001
Gender Female
Height 5'2
Weight 50
Religion Roman Catholic
Father’s Name Jun De Castro Bilale

Age 46 years’ old
Occupation Unemployed
Mother’s Name Analiza A. Bilale

Age 46 years’ old
Occupation OFW
Sibling/s Richan Joyce A. Bilale
Primary Education
Dapdapan Elementary School 2007-2014
Alcantara Subd.III-D San Pablo City
Junior High School
San Pablo Christian School 2014-2018
Schetelig Ave. Brgy. III- D, San Pablo
City, 4000 Laguna
Senior High School

Grade 3
 Best in class
 Dapdapan idol
 Most neat
 Quiz bee
Grade 4
 Best in class
 Most neat
 SSG Treasurer
Grade 5
 Table tennis player
Grade 6
 Table tennis
 Champion in mardigra
Grade 7
 Division meet 3rd place table tennis
 Drum and Lyre band
 Honor student
 Ms. Acquaintance 201
 Cheerdance competition
 Sports club
Grade 8
 Division meet table tennis
 Honor student
 Drum and Lyre band
 SSG Officer
 2nd place intrams
 Jingle competition
 Sports club
Grade 9
 Sabayang Pagbigkas
 Drum and Lyre Band
 1st place single table tennis instrams
 1st place doubles table tennis intams
 3rd place doubles table tennis division meet
 Sports Club
 Dance Club
Grade 10
 SSG Officer
 Drum and Lyre Band
 1st place single table tennis intrams
 1st place doubles table tennis intrams
 Divison meet
 Honor student
 Chitty Chitty Bang Bang Dance Video Contest
 Jack n Jill Calbee Dance Video Contest
 Pocari Dance Video Contest
 Sports Club
Grade 11
 Table tennis division meet
 2nd place sabayang pagbigkas
 Champion bigsaywit biotechnology
 Volleyball Intrams
 Math Club
 Science Club
 Mr. & Ms. Sportsfest
 Field demo
 Brgy. Maglalang dance competition
 Alaminos got talent
Shiela Mae A. Belale

CHRISTEL S. BROCE
Home address
Brgy. Del Remedio, San Pablo City, Laguna
09289134447
Age 18 years’ old
Date of Birth September 22, 2001
Gender Female
Height 5'
Weight 51
Religion Catholic
Father’s Name Anthony R. Broce

Age 42 years’ old
Occupation Deceased
Mother’s Name Rowena S. Broce

Age 43 years’ old
Occupation Housewife
Sibling/s Abigail Nicole S. Villapando
James Vincent S. Villapando
Primary Education
Del Remedio Elementary School 2007-2014
Junior High School

Col. Lauro D. Dizon Memorial National 2014-2018
Highschool
Mavenida St. Brgy. VI-A San Pablo City
Senior High School

Grade 7
 Essay writing contest
 Poem writing contest
Grade 8
 Young technopreneur ship seminar
 Essay Writing Contest
Grade 9
 Science Quiz Bee
Grade 10
 Sabayang Pagbigkas
 Dramatic Choric
Grade 11
 Essay writing
Skills and Talent
Writing
Christel S. Broce
ALINAH ANGELINE O. GENEROSO
Home address
Brgy. Tuy, Rizal, Laguna
09564112370
Age 17 years’ old
Date of Birth January 22, 2002
Gender Female
Height 4'11
Weight 60
Religion First Church of Christ
Father’s Name Asy Generoso

Age 37 years’ old
Occupation Driver, Landowner
Mother’s Name Analie Generoso

Age 40 years’ old
Occupation Supplier, Lender
Sibling/s Evangeline Generoso
Primary Education
Rizal Elementary School 2009-2014
Junior High School

Laguna College 2014-2018
Paseo de Escudero, San Pablo City
Senior High School


Kinder
Achiever
Grade 1 - Grade 6
Achiever
Grade 7 - Grade 10
Achiever
Skills and Talent

Singing
Listening to music
Surfing social media
Cooking
Sport
Boxing
Biking
Badminton
Alinah Angeline O. Generoso

HANNAH I. NAVAREZ
Home address
Cassandra Subdivision Laig, Tiaong, Quezon
09073283863
Age 18 years’ old
Date of Birth October 20, 2001
Place of Birth Calamba City
Gender Female
Height 5'
Weight 48
Religion Catholic
Father’s Name Mikhael B. Navarez

Age 40 years’ old
Occupation OFW
Mother’s Name Maricel Navarez

Age 39 years’ old
Sibling/s Hancel I. Navarez
Primary Education
Laverne School of Quezon 2008-2014
Brgy. Lalig, Tiaong, Quezon
Junior High School
St. John Parochial School 2014-2018
J.P. Rizal St. Pob IV Tiaong, Quezon
City, 4000 Laguna
Senior High School

Hannah I. Navarez
DERRELL MAEHA E. PINEDA
Home address
Brgy. San Francisco

San Pablo City, Laguna
Mobile: 09122744714
Email Address: maeha.pineda@yahoo.com
Age 17 years’ old
Date of Birth February 7, 2002
Place of Birth Candelaria, Quezon
Gender Female
Height 5'
Weight 48
Religion Catholic
Father’s Name Sherwood R. Pineda

Age 46 years’ old
Occupation OFW
Mother’s Name Susan E. Pineda

Age 47 years’ old
Sibling/s Derrell Shamae E. Pineda
Kim Harvey E. Pineda
Primary Education
Manuel S. Enverga University Foundation 2008-2014
Candelaria Inc.
Junior High School

San Pablo Colleges 2014-2018
Senior High School

Hobbies or Special Skills

 Singing
 Dancing
 Listening R&B music
 Playing with dogs
 Watching tutorials about baking
 Surfing social media accounts
 Texting

Kinder
 Spelling Quiz Bee
 English Quiz Bee
Grade I
 Math Quiz Bee
 Spelling Bee
Grade II
 Math Quiz Bee
 Spelling Bee
Grade III
 Spelling Bee
 Science & Math Quiz Bee
Grade IV
 Currency Quiz Bee
 Science & Math Bee
Grade V
 Quiz Bee: Capitals of each Country
 Science and Math Quiz Bee
 Essay Writing contest
 Champion in the Arts Competition in MSEUF
Grade VI
 Quiz Bee: Landmarks of the World
 Spelling Bee
 Science & Math Quiz Bee
 Champion in the Arts Competition in MSEUF
Grade VII
 Best of PGM Singing Contest Finalist
Grade VIII
 Best of PGM Singing Contest Finalist (Trio Category)
 Dance Competition
 Declamation Contest
Grade IX
 1st place in the Intersection Declamation Contest
 Karaoke Challenge Contest
Grade X
 1st Place Intersection Declamation Contest
 1st Place Best of PGM Declamation Contest
 2nd Place Table Tennis Sports fest
 Poster Making Contest
 Best of PGM Vocal Duet Contest
 Library Week Essay Writing Contest
Grade XI
 Champion in the Jingle Competition 2018
Derrell Maeha E. Pineda

ERIKA MAE P. REBADULLA
Home address
Brgy. Sto.Nino, San Pablo City, Laguna
09473350920
Age 17 years’ old
Date of Birth April 24, 2002
Gender Female
Height 5'2
Weight 53
Religion Protestant
Father’s Name Noel C. Rebadulla

Age 49 years’ old
Occupation Construction Worker
Mother’s Name Remily P. Rebadulla

Age 54 years’ old
Occupation Office Clerk
Sibling/s Noreen P. Rebadulla
Reniel P. Rebadulla
Primary Education
Sto. Nino Elementary School. 2008-2014
Junior High School

Lakes City Christian School 2014-2018
Brgy. San Francisco Calihan, San Pablo City
Senior High School

Grade 8
 3rd place Science Quiz Bee
Grade 10
 With Honors
Grade 11
 Trip to Mt. Olympus
Skills and Talent
Singing
Erika Mae P. Rebadulla

PAULINE JOICE V. SEGURO
Home Address
Brgy. San Gabriel Sitio I SPC

Mobile: 09204988527
Email Address:
paulinejoiceseguro@gmail.com
Name Pauline Joice V. Seguro

Date of Birth October 28, 2001
Parents Larizon R. Seguro
Juvie V. Seguro
Citizenship Filipino
Religion Iglesia Ni Cristo
Elementary San Pablo Central School

2008-2014
Junior High School Col. Lauro D. Dizon
Memorial National
High School 2014-2018
Membership in Organization
Organization/s Laguna Dragon T.K.D

Green Dragon Mix Martial
Arts
Pauline Joice V. Seguro

San Pablo Colleges: The Problem and A Review of Related Literature

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San Pablo Colleges: The Problem and A Review of Related Literature

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San Pablo Colleges Page | 1

THE PROBLEM AND A REVIEW OF RELATED LITERATURE

A student’s success is based on his effort as what most people

goal. The effort exerted by a certain student depends on how motivated he is to

fulfilling this through effort.

According to Renninger, K.A. (2019), studies suggest that effort is

learning when teachers promote effort in class in a form of participation, setting

effectively regulate the possibility of their success.

12 students from different strand to their academic performance.

Review of Related Literature

As cited in the book of Wild, M. & Mitchell, H. (2007), under teacher’s

guidance, the capability of children with equal levels of mental development to

same age and the course of their learning would be different.

mathematics. However, female students out performed male students in subject

levels in the language of literature.

Davis-Kean (2005), Pearce (2006), Vartanian et al. (2007) mentioned that

parental expectations affect student’s academic performance. It plays a critical

be supported by a specific plan of action that outlines the steps to be taken to

As mentioned by Renninger, K.A. (2019), studies suggest that effort is

learning when teachers promote effort in class in a form of participation, setting

effectively regulate the possibility of their success. In addition, according to Jacob

participation is graded. Kolk, M. (2019) stated that project work challenges

for their success. Different assessments are suggested to enhance students’

understanding including the self-reflection that gives students a means to

motivation to succeed and avoid failure. Furthermore, according to Kipkemboi, F.

who attend schools regularly have an advantage of performing better

academically than those students without such tributes.

As stated by McGee, K. (2018), a survey done by the National survey of

they had exceeded their expectations. Carbonaro, W. (2005) mentioned that

This is influenced by the students’ experiences in their classes. Effort is related to

uses both goal interdependence and resource interdependence to ensure

interaction and communication among group members. Studies suggest that

through cooperative learning, students who participate in group learning had

greater academic achievement, exhibited more favourable attitude towards

lead to higher performance. And student’s determination to work hard is driven

M.,2019). In addition, cooperative learning is one way to maximize student’s

effort. It uses both goal interdependence and resource interdependence to ensure

interaction and communication among group members. Studies suggest that

through cooperative learning, students who participate in group learning had

greater academic achievement, exhibited more favourable attitude towards

manipulated. Usage of rewards may either motivate or discourage a student

learning by allowing them to make choices and use collaborative or cooperative

learning approaches to enhance interdependence. (Lai, E.,2011).

to achieve their desired outcome.

Figure 1. Expectancy Theory by Victor H. Vroom (1964)

The theoretical framework is based on expectancy theory by Victor H.

(1968). Expectancy theory is classified as a process theory of motivation because

it emphasizes individual perceptions of the environment and subsequent

interactions arising as a consequence of personal expectations.

The theory is based on the assumption that our behavior is based on

making a conscious choice from a set of possible alternative behaviors. According

the form of a reward.

Figure 2. Based on the Expectancy Theory by Victor H. Vrooms (1964)

their academic performance.

Expectancy x Instrumentality x Valence = Motivation

Statement of the Problem

of the Grade 12 students.

Specifically, it sought to answer the following:

1. What is the student’s profile in terms of:

1.3 Strand; and

1.4 Perceived General Average?

2. How does the academic performance of the Grade 12 students be affected in

2.3 Valence; and