A SURVEY ABOUT THE IMPACTS OF BEING A PEPT PASSER IN GRADE 11

: A BASIS FOR INTERVENTION

by:
SHARA D. MANZUL
VANESSA C. JABAGAT
JIVELINE GAY T. BUNHIENG

PULOT NATIONAL HIGH SCHOOL

 ABSTRACT

MANZUL, SHARA D., JABAGAT, VANESSA C. BUNHEING, JIVELINE

GAY T. “A Survey About The impact of Being a PEPT Passer in Grade 11: A Basis

for Intervention”

The study is entitled “A Survey About the Impact of Being a PEPT Passer in

Grade 11: A Basis for Intervention” and it was conducted from June 2019 to October

2021 at Pulot National High School, Sofronio Espaňola, Palawan. This study sought

to determine the following: 1. What is the demographic profile of the PEPT passers

of Grade 11 of Pulot NHS in terms of: a. Age; b. Gender; c. Civil Status; d. Family

Relationship Status; And, e. Grade level where they came from? And 2. What are

the impacts of being a PEPT passer in grade 11 when it comes to: a. Academic

competencies; b. Skills competencies; and, c. Psycho-social aspect? The

researchers conducted this study in Pulot National High School, Sofronio Espaňola,

Palawan. Respondents were the PEPT passers of school year 2019-2020.

Results showed that academic competencies, skills competencies and

psycho-social aspect have a positive impact to the respondents as the results were

being interpreted as “with high impact”. And these recommendations were being

given: First, PEPT passers should continue the positive perspective in aiming

excellence in academic competencies. Second, PEPT passers should maintain the

confidence in performing the skills they needed in their chosen specialization and

lastly, PEPT passers should sustain the positive attitudes and behaviors towards

their classmates, new friends and teachers.

I. INTRODUCTION AND RATIONALE

The K to 12 Basic Education Program (RA 10533-Basic Education Act of

2013) is a major education reform implemented in 2012 in the Philippines. It serves

as a response to the urgent need to improve the quality of Philippine basic

education. The K-12 program aims at ‘decongesting and enhancing the basic

education curriculum for learners to master basic education to cover kindergarten

through year 12’. K-12 stands for universal kindergarten, six (6) years of elementary

and six (6) years of secondary education- all of which are compulsory. The new

curriculum ensures smooth transition between grade levels and continuum of

competencies through spiral progression where learning of knowledge, skills, values,

and attitudes increase in depth and breadth, ensuring integrated and seamless

learning. The K-12 curriculum follows the spiral approach. Jerome Bruner is the

proponent of this approach with principles derived from John Dewey. In the book

“The Process of Education”, Bruner argues that curriculum should be designed in a

way that it pursues a spiral progression that starts from simple to complex and

requires revisiting prior knowledge. In short words, students continuously build upon

what they already know. (SEAMEO INNOTECH, 2012:1).

Moreover, the Senior High School (SHS) refers to the last two years of the K-

12 program that has been implemented by the Department of Education here in the

Philippines since 2012- namely grades 11 and 12. Students are now required to

choose their preferred senior high strands upon their entrance and to begin studying

the subjects that are going to introduce them to the career path that they want to

take. The senior high school program is further broken down into learning strands
and career tracks. The learning strands in senior high school refer to the different

areas of expertise under the program while the career tracks to the general

categories that each different field of study belongs to. These are currently four

career tracks composed of Academic, TVL/TLE, Arts and Design and Sports. The

eight learning strands, meanwhile, are STEM, HUMMS, ABM, GAS, Home

Economic, Agri-fishery Arts, Industrial Arts, and ICT.

The Philippine Educational Placement Test (PEPT) is under the Accreditation

and Equivalency Program (Executive Order No. 733, s. 1981) for the purpose of

retrieving the out-of-school youth (OSY) and placing them in the formal school

system. It is a yearly placement test. Before, the PEPT results were acceptable for

college applications, but with K-12, the PEPT results only cover Grade 10

equivalency. This is because the PEPT only covers the subjects all basic education

students take, while Senior High has specialized subjects, depending on the track

students will take. The subjects covered in the PEPT are English, Math, Science,

Filipino, and Araling Panlipunan, which are the basic subjects covered by all schools

in the country. Each level of the PEPT covers the curriculum of the corresponding

grade level. The Bureau of Education Assessment (BEA), under Dep Ed, administers

the PEPT every November. We, the researchers, are a senior and junior high school

teachers of Pulot National High School. We would like to know if those students who

are entering the senior high school especially in Grade 11 who are a passers of the

said test were really ready when it comes to skills and academic performances.

Based on the articles mentioned, the researchers made a survey about the

PEPT passers of Pulot National High School SY 2019-2020 who are then in grade

11. Since the K-12 used spiral approach, this paper studied about the positive
impacts of being promoted from a certain grade level in junior high school to senior

high school. A definition from www.merriam-webster.com, impact means have a

strong effect on someone or something. In this study, the researchers focused on the

positive impact that affects the respondents as a PEPT passer.

II. REVIEW OF RELATED LITERATURE
In the Philippines, the K-12 Curriculum was launched in order to cater the

need for globalization. Before the implementation of K-12, the curriculum only

provides four years of secondary education. At the present, it consists of six years in

primary education and six years of secondary education. With the spiral progression,

the lesson is taught in every level with a heightened level of difficulty. This was said

to be effective since most of the students have short term memories. So more likely,

if the subject was taught and completed in one semester or period, there will be a

higher chance of forgetting them in the future. Nonetheless, if the subject was taught

repetitively but with increasing difficulty, retention and better understanding is

promoted.

One feature of the K to 12 Program that proved to be a real challenge for

many educators, especially the science and math teachers was the Spiral

Progression Approach.

Simply, the spiral progression approach means the basic principles are

introduced in the first grade and are rediscovered in succeeding grades in more

complex forms. With this approach, concepts are introduced at an early age and re-

taught in succeeding years in an increasingly sophisticated fashion. How is this

done? The teacher starts with the most basic and simple concepts. These same

concepts are developed from one grade level to the next, in increasing level of

complexity and sophistication. (Pressreader.com)

This site (www.courses.com.ph/senior-high-school-in-the-Philippines-an

overview) said, completion of senior high school is a requirement for college

admission, so if you’re aiming to study a four or five-year degree program in college,

finishing senior high school is a must. Aside from that, senior high school also allows

students to study general education subjects that they wouldn’t have otherwise

studied until their first or second year in college giving them more time to dig deeper

into their chosen specialization should they eventually decide to pursue higher

education. This could play an important role if you intend to pursue jobs in countries

where companies require a minimum of 16 years of formal education (as opposed to

our 14 years under the old educational system) to qualify for employment. The same

also goes for those interested in pursuing a master’s or doctor’s degree overseas

where a lot of academic institutions also required the 16-year minimum. If you’re

thinking of skipping college in joining the workforce as soon as possible, senior high

school also offers a faster way to earn Certificates of Competencies (COC’s) and

National Certificates (NC’s) from TESDA that you can use to apply for both local and

overseas jobs that require a particular set of skills. If you prefer to be your own boss

instead of working for someone else, you can also use the things that you learned

from the TVL/TLE track to learn the basics of running a small business including but

not limited to operations, financial management and costumer relations.

Moreover, senior high stretches over two academic years- grade 11 and 12

composed of two semesters each. Each semesters subdivided into 29 mandatory

and 2 elective subjects that each take 80 hours to complete (with the exception of

PE and Health which only take 20 hours each). (www.courses. com.ph/senior-high-

school-in-the-Philippines-an overview)

Meanwhile, the Philippine Education Placement Test or PEPT is a test that

seeks to evaluate a student’s competency in five core subjects- English, Filipino,

Science, Mathematics and Social Studies- in relation to their age. By taking the

PEPT, a student who fell behind their classmates because of dropping out from
school can have the option to skip the grade or year levels they would normally be

required to complete as long as they can prove that their competency is equivalent to

students the same age as theirs. For example, a 12-year old students who stopped

during the third grade can choose to skip the fourth and fifth grades and be

automatically promoted to 6th grade as long as he’ll passed the test. The same also

goes for high school students. A 16-year-old students who stopped in her first year of

high school can choose to skip the second and third years and be automatically

promoted to the fourth year as long as she can prove that she is a competent as any

fourth year high school students.

However, a skill is a type of work or activity which requires special training

and knowledge. Most of us will know someone who is always learning new skills, or

studying new field. Skill is the knowledge and ability that enables you to do

something well. Hard skills are obtained through work experience, education,

training, and certification while soft skills, on the other hand, can be gained through

life experience, both on and off work.

(www.collinsdictionary.com/dictionary/english/skill)

The rapid changes that are happening in today’s world largely affect the labor

force, such that the growing competition for employment is confronting

the majority of fresh graduates from universities and other learning institutions.

Knowing the qualities that the employers are looking for applicants is deemed

imperative for the learning institutions (Ramli et al., 2010). Chung and Yet (2009), as

cited in Ali et al. (2014), argued that having good credentials and appropriate

degree program does not guarantee employment as present industries today

are looking for technical expertise or “hard skills”, at the same time they are counting

candidates ‟employability skills” or “soft skills” (Buntat, 2013). Employability skills is

defined by Rothwell and Arnold (2007), as cited in Mohd Yusof, et al. (2012) as the

ability to survive in a job. These skills are required in all kinds of job. Kearns (2001),

as cited in Mohd Yusof, et al. (2012), listed employability skills as: i) the

availability of work and individual work capacity, ii) knowledge in entrepreneurship,

iii) the creative and innovative, interpersonal skills and iv) thinking and

willingness to learn.

Students believe that the Enhanced Basic Education Act of 2013, also known

as the K to 12 Program, will help them firm up their choices and plans for their

college education and future careers, as well as develop their technical and soft

skills. This is according to a study released by state think tank Philippine Institute for

Development Studies (PIDS) titled “Senior High School and the Labor Market:

Perspectives of Grade 12 Students and Human Resource Officers”. The authors

interviewed selected first batch of Grade 12 students as well as employers and firms

to get a grasp of the labor market prospects for SHS graduates. At least 18 schools

from the National Capital Region (NCR), Region III, and Region IV-A were included

in the research study. Meanwhile, at least 26 firms from NCR, Region IV-A, and

Cebu were chosen as these areas “are the hubs of Philippine business and

industry”. The interview showed that “SHS education was believed to be useful and

effective” by the students “in terms of enhancing the[ir] skills and expanding [their]

knowledge”. It also “allowed them to be trained further in their chosen areas of

specialization”. However, the authors noted some challenges in the K to 12 program.

While one of the rationales of the program is to equip SHS graduates with necessary

skills so they can work or engage in entrepreneurial activities, some of the students

interviewed said they are not confident to land a job after completing SHS. This is

particularly true for those under the academic track, who “believed they would still
need to go to college because the training in SHS was not meant to make them

more employable, unlike in the case of the Technical-Vocational-Livelihood (TVL)

students” who can strengthen their employment eligibility by obtaining necessary

certificates. But to some TVL students, obtaining the National Certificate (NC) Level

II and Certificates of Competency from the Technical Education and Skills

Development Authority does not guarantee employment. Students revealed that

employers, especially large firms, still prefer applicants with college degrees and

work experience. This is one of the reasons why they pursue college degrees. “Most

of the students were firm about their plans to pursue higher education because of the

perception that college degree raises better employment opportunities and salaries,”

the authors said. They are, however, faced with challenges such as schools

requiring a “bridging program” for off-track SHS students, failing the entrance exams,

financial constraints, and difficulty in maintaining the required grade for scholarships,

among others. (https://issuu.com/sudaria_publications/docs/mdn_june_21).

CONCEPTUAL FRAMEWORK

According to the sources cited in the related literature, a student should

take all the competencies based on the spiral progression approach to have a

mastery in each subject. When the students are equipped with the skills they needed

to enter senior high school specifically grade 11, they will be more confident about

the results of their academic performances in the future.

CONCEPTUAL PARADIGM

Impacts of being a
PEPT passer
1.Academic
competencies
GRADE 11 SPIRAL APPROACH 2. Skills
PEPT PASSER competencies
3. Psycho-social
aspect
RESEARCH HYPOTHESIS

To help the researchers in formulating the conclusions, the null hypothesis

was tested:

The grade academic competencies, skills competencies and psycho-social

aspects has no impact in the grade 11 students who are a PEPT passer.

III. BASIC RESEARCH QUESTIONS:

This study sought to answer the following questions:

1. What is the demographic profile of the PEPT passers of Grade 11 of Pulot

NHS in terms of:

a. Age;

b. Gender;

c. Civil Status;

d. Family Relationship Status; And,

e. Grade level where they came from?

2. What are the impacts of being a PEPT passer in grade 11 when it comes to

a. Academic competencies;

b. Skills competencies; and,

c. Psycho-social aspect?

IV. SCOPE AND LIMITATION

This study covered the impacts of being in Grade 11 as a PEPT passer in

grade 11’s academic competencies, skills competencies and psycho-social aspects.

Demographic profile of PEPT passers was included to determine the background of

the respondents and it only focused on Age, Gender, Civil Status, Family

Relationship Status and Grade level where they came from. The duration of this

study was from June 2020 until this October 2021.

V. RESEARCH METHODOLOGY

a. Sampling

This study used total enumeration. The respondents of this study were the

Grade 11 PEPT passers of Pulot National High School, SY 2019-2020.

b. Data Gathering Methods/Data Collection

The first set of instruments in data gathering methods was a semi-checklist

questionnaire that collected the demographic profile of the respondents. The second

set of instruments was a 5- point Likert type questionnaire that collected the data

with regards to the impact of being a PEPT passer in grade 11 academic

competencies, skills competencies and psycho-social aspect. The response options

were scored as follows: Strongly Agree – 5, Agree – 4, Nuetral -3, Disagree – 2,

Strongly Disagree – 1. Results about impacts of the academic competencies, skills

competencies and psycho-social aspect to the PEPT passers were measured by a

scale from 1.00 to 1.80 and is further interpreted as “with very low impact”, 1.81 to

2.60 interpreted as “with low”, while 2.61 to 3.40 is interpreted as “fair impact”, 3.41

to 4.20 as “with high impact” and 4.21 to 5.00 as “with very high impact”. Instrument

was being adapted from the research entitled “Self-Efficacy: Helping Students

Believe in Themselves” by Fencl and Sheel (2010) and it was being modified as

some of the statements were not applicable to the researchers’ needed data.
 c. Data Analysis Plan

Frequency count and Percentage were being utilized in treating the

respondent’s demographic profile and Mean to determine the impacts of academic

competencies, skills competencies and psycho-social aspects.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the answers to the queries that were raised in the

research problem of this study. These were deduced after thorough analyses and

interpretations of the data that were gathered through the survey questionnaire of the

researcher.

Table 1
Demographic Profile of the Respondents

Profile Frequency (N=12) Percentage (100%)____

Age
18-19 2 16.67%
20-21 5 41.67%
22-23 2 16.67%
24-25 2 16.67%
26 and above 1 8.33%

Gender
Male 7 58.33%
Female 5 41.67%

Civil Status
Single 12 100%
Married 0 0%

Family Relationship Status

Having mother only in the family 2 16.67%
Having father only in the family 1 8.33%
Living with relatives 7 58.33%
Living alone 2 16.67%

EGrade Level Where You Came From

Grade 7 1 8.33%
Grade 8 3 25.00%
Grade 9 3 25.00%
Grade 10 3 25.00%
Others(Out of school youth)(Grade 6) 2 16.67%
___________________________________________________________________

Table 1 reveals the demographic profile of the respondents. These

respondents have ages that range from 18 to 31 to be specific. However, in the

distribution having an interval of two (2) it appears that most of the respondents have

ages ranging from 20-21, having ten (5) or 41.67% of the population; two (2) or

16.67% for each of those aging 18 to 19, 22-23 and 24 to 25 years old, and only one

(1) or 8.33% ages 26 and above. Overall, the age mean is 22.08 years old.

The respondents are composed of 7 or 58.33% males and 5 or 41.67%

females. And for the gender, all them or 100% are single.

For their family relationship status, it is shown that out of 12 respondents

seven (7) of them or 58.33% are living with relatives, two (2) or 16.67% live with their

mother only in the family, another two (2) or 16.67% are living alone, one (1) or

8.33% is having their father only in the family and nobody is living with foster parents

neither living with grandparents.

And for the grade level where they came from three (3) or 25.00% are from

Grade 8, another three (3) or 25.00% are from Grade 9, three (3) also or 25.00% are

from Grade 10, two (2) or 16.67% are from others which they answered as one (1)

from Grade 6 and the other is out of school youth, and one (1) or 8.33% is from

Grade 7.

Generally, the said student-respondents have ages ranging from 20-21 years

old, majority were males, all of them were single, most of them were living with

relatives and primarily from Grade 8, Grade 9 and Grade 10.

 Table 2.1

Impacts of Being in Grade 1

A.Academic Competencies
___________________________________________________________________
Statements Mean______________

1.I can easily understand and perform 3.58

mathematical operations in General
Mathematics and Statistics subjects.
2.I can easily understand different terms 3.92
in research and can make it on my own.
3.I can easily perform different activities 3.83
in Contemporary Arts subject.
4.I can easily make on my own about 3.83
the different types of literature.
5.I can easily understand and perform 4.00
different activities in Physical Education.
6.I can easily comprehend and make 3.92
my own explanations on different theories
about how we interact with each other.
7.I can easily create my own products to 3.83
sell and have profit from it.
8.I can easily understand the lessons in 3.58
English subjects and perform different
activities by myself.
9.I can easily make different activities that 3.75
is related to the different online platform.
10.I can easily understand and perform 3.67
different activities related to one’s own
personal assessment of development.
Overall Mean: 3.79
Legend: 1.00 -1.80 with very low impact ;1.81- 2.60 with low impact; 2.61- 3.40 fair impact; 3.41- 4.20 with high impact;
4.21- 5.00 with very high impact.

Table 2.1 reveals the impact of being in grade 11 specifically the academic

competencies. With a mean of 4.00, respondents believed that statement (5) I can

easily understand and perform different activities in Physical Education has high

impact to them and this was rated as the highest, followed by a mean of 3.92,

respondents positively agree that statements (2) I can easily understand different
terms in research and can make it on my own and (6) I can easily comprehend and

make my own explanations on different theories about how we interact with each

other have a high impact also to them as a PEPT passer, then (3) I can easily

perform different activities in Contemporary Arts subject, (4) I can easily make on my

own about the different types of literature and (7) I can easily create my own

products to sell and have profit from it have the same mean of 3.83 and respondents

also believed that those statements have also high impact to them and it was the

same with statement (9) I can easily make different activities that is related to the

different online platform and has a mean of 3.75. Moreover, respondents viewed

statement (10) I can easily understand and perform different activities related to

one’s own personal assessment of development has high impact to them as shown

in the mean of 3.67, while statements (1) I can easily understand and perform

mathematical operations in General Mathematics and Statistics subjects and (8) I

can easily understand the lessons in English subjects and perform different activities

by myself were being rated as the lowest and it also has a high impact to them and

both has the same mean of 3.58.

Generally, statements in the questionnaire has an overall mean of 3.79 and

interpreted as “with high impact”.

The succeeding table (Table 2.2) reveals the answers of the respondents in

the impact of being in grade 11 in skills competencies.

 Table 2.2

B. Skills Competencies______________________________________________________
Statements Mean ___

1.I can easily perform different activities 3.75

in my chosen specialization.
2.I can easily understand different 4.00
terms in my chosen specialization.
3.I can easily follow instructions on how 3.92
to accomplish a certain task in my
chosen specialization.
4.I have the confidence when performing 3.92
our skills in front of my classmates.
5.I can easily perform task in a given 3.75
period of time.
6.I can easily manage my expectations 3.83
when performing.
7.I can easily purchase things needed 3.92
for our performance activities.
8.I can easily look for materials needed 3.92
for our performance activities.
9.I have the confidence in performing 4.00
my skills in my chosen specialization
in out-of-school setting.
10.I can easily provide assistance to 4.08
my classmates for the accomplishment
of the task given.
Overall Mean : 3.91

___________________________________________________________________
Legend: 1.00 -1.80 with very low impact ;1.81- 2.60 with low impact; 2.61- 3.40 fair impact ; 3.41- 4.20 with high impact;
4.21- 5.00 with very high impact.

Table 2.2 shows the results of the impact of being grade 11 in the skills

competencies. Respondents agree that statement (10) I can easily provide

assistance to my classmates for the accomplishment of the task given has a high

impact to them as a PEPT passer and this was rated also as the highest with a mean

of 4.08. Then, statements (2) I can easily understand different terms in my chosen

specialization and (9) I have the confidence in performing my skills in my chosen

specialization in out-of-school setting were next to the highest with a mean of 4.00
and considered also has high impact. PEPT passers were also certain about the

high impact to them of statements (3) I can easily follow instructions on how to

accomplish a certain task in my chosen specialization, (4) I have the confidence

when performing our skills in front of my classmates, (7) I can easily purchase things

needed for our performance activities, and (9) I can easily look for materials needed

for our performance activities based on the mean of 3.92 respectively. In addition,

statement (6) I can easily manage my expectations when performing has also high

impact to them with a mean of 3.83. Lastly with a mean of 3. 75, statements (1) I can

easily perform different activities in my chosen specialization, and (5) I can easily

perform task in a given period of time were considered has the lowest mean but it

has also high impact to the respondents.

Altogether, statements in skills competencies has an overall mean of 3.91 and

interpreted as “with high impact”.

Table 2.3
C. Psycho-social Aspect
Statements Mean___ ______

1.I can perform activities together 3.67

with my classmates excellently.
2.I can easily understand the behavior 4.00
of my classmates.
3.I can easily say my opinion with 3.92
my groupmates in my chosen
specialization.
4.I can easily act like how my 3.67
classmates acted.
5.I can easily have friends in 4.00
other sections.
6.I can easily accept the behavior 3.83
of my friends.
7. I can easily say my feelings to my 3.25
new friends.
8. I have the confidence in giving my answers 2.83
when called in a recitation.
9. I have the confidence in giving my own 2.75
opinion to my classmates.
10.I can act naturally in front of my 3.58
classmates.
Overall Mean : 3.55
___________________________________________________________________
Legend: 1.00 -1.80 with very low impact ;1.81- 2.60 with low impact; 2.61- 3.40 fair impact ; 3.41- 4.20 with high impact;

4.21- 5.00 with very high impact.

Results of the impacts to the PEPT passers by the skills competencies were

shown in table 2.3. With a mean of 4.00 and has high impact to the respondents,

both statements (2) I can easily understand the behavior of my classmates and (5) I

can easily have friends in other sections are rated as the highest, followed by (3) I

can easily say my opinion with my groupmates in my chosen specialization with a

mean of 3.92 and viewed by the respondents as with high impact to them. Then (6) I

can easily accept the behavior of my friends with a mean of 3.83, this statement was

also favored by the respondents that a high impact to them also. Furthermore,

statements (1) I can perform activities together with my classmates excellently and

(4) I can easily act like how my classmates acted positively relate also by the

respondents that has high impact to them as based on the mean of 3.67. Likewise,

statement (10) I can act naturally in front of my classmates with a mean of 3.58 was

also accepted by the respondents that has high impact to them also. Next is the

statement with a mean of 3.25, the statement (7) I can easily say my feelings to my

new friends and it has interpreted as with fair impact to the respondents. Moreover,

statement (8) I have the confidence in giving my answers when called in a recitation

has positively agreed also by the respondents that has fair impact to them and has a

mean of 2.83 while the statement that considered as the lowest but considered also

has fair impact to them is (9) I have the confidence in giving my own opinion to my

classmates with a mean of 2.75.

 In general, statements in psycho-social aspect has an overall mean of 3.55

and interpreted as “with high impact”.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter provides us with the salient part of the manuscript, as a synopsis

of the findings of the investigation is given together with the conclusions and

recommendations.

Summary of Findings

Demographic Profile of the Respondents. Majority of the student-respondents

(PEPT passers of 2019) have ages ranging from 20-21 years old, they were all

males, all of them were single, most of them were living with relatives and primarily

from Grade 8, Grade 9 and Grade 10.

Academic Competencies. Statements in the questionnaire has an overall mean of

3.79 and interpreted as “with high impact”. (5) I can easily understand and perform

different activities in Physical Education was rated highest by the respondents with a

mean of 4.00, while the lowest were both statements (1) I can easily understand and

perform mathematical operations in General Mathematics and Statistics subjects and

(8) I can easily understand the lessons in English subjects and perform different

activities by myself with a mean of 3.58.

Skills Competencies. Statements in skills competencies is interpreted as “with high

impact” as it has an overall mean of 3.91. Statement that has the highest rating is
(10) I can easily provide assistance to my classmates for the accomplishment of the

task given with a mean of 4.08. Both (1) I can easily perform different activities in my

chosen specialization and (5) I can easily perform task in a given period of time are

the statements that has the lowest rating with a mean of 3.75.

Psycho-social Aspect. With an overall mean of 3.55, statements in psycho-social

aspect were interpreted as “with high impact”. Both statements (2) I can easily

understand the behavior of my classmates and (5) I can easily have friends in other

sections have the highest rating with a mean of 4.00 while statement (9) I have the

confidence in giving my own opinion to my classmates is the lowest with the mean of

2.75.

Conclusions:

In the light of the summary of findings of the study, the following conclusions

were deduced:

1. Respondents believed that academic competencies have a high positive impact to

them as a PEPT passer as they agree that they can easily make and understand

different activities given by the teachers in a given period of time.

2.Results in the questionnaire regarding the impact of skills competencies showed

that the respondents are certain that it has high positive impact to them as they

agree that they can easily understand and perform different activities in relation to

their chosen specialized.

3. When it comes to the Psycho-social aspect, respondents considered that it has

also a high positive impact to them as PEPT passer as they also positively agree

that they can easily relate with the attitudes and behaviors of their classmates.
Recommendations

From the aforementioned conclusions the following recommendations

are offered:

1. For the academic competencies, PEPT passers should continue the positive

perspective in aiming excellence.

2. For skills competencies, PEPT passers should maintain the confidence in

performing the skills they needed in their chosen specialization

3. For the Psycho-social aspect, PEPT passers should sustain the positive

attitudes and behaviors towards their classmates, new friends and teachers.

4. Related study should be further investigated to confirm recent finding.

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 APPENDICES

APPENDIX A

Questionnaires to the Respondents

I– DEMOGRAPHIC PROFILE

Direction:

Please answer the following questions by writing your answer/checking the space
provided in each item. Rest assured, your answers will be treated confidentially.

Age: _____
Gender : ___ Male _____ Female
Civil Status: _____Single _____Married
Family Relationship Status: ______ Having mother only in the family
______ Having father only in the family
______Living with foster parents
______Living with the grandparents
______Living with relatives
______ Others: Pls specify:__________________
Grade level where you came from:
_______Grade 7
_______Grade 8
_______Grade 9
_______Grade 10
 _______Others

II.IMPACTS OF BEING A PEPT PASSER IN GRADE 11

Directions: Kindly check the appropriate number in each sentence according to your
preferred answer. Rest assured that your answer will be treated confidentially.
Indicators:
(5) Strongly Agree – Have a firm belief in the presented opinion or idea.
(4) Agree – Accepts the idea because of similarity with his or her own views.
(3) Neutral – Does not support both sides of the opinion or idea.
(2) Disagree – Have a different opinion about the presented opinion or idea.
(1) Strongly disagree – Have a strong disbelief in the presented opinion or idea.

A. Academic Competencies
Questions (Strongly (Disagree) (Strongly
Agree) 5 (Agree) (Neutral) disagree)
2
4 3 1
1. I can easily understand and
perform mathematical
operations in General
Mathematics and Statistics
subjects.
2. I can easily understand
different terms in research and
can make it on my own.
3. I can easily perform different
activities in Contemporary
Arts subject.
4. I can easily make on my own
about the different types of
literature.
5. I can easily understand and
 perform different activities in
Physical Education.
6. I can easily comprehend and
make my own explanations on
different theories about how
we interact with each other.
7. I can easily create my own
products to sell and have
profit from it.
8. I can easily understand the
lessons in English subjects
and perform different
activities by myself.
9. I can easily make different
activities that is related to the
different online platform.
10. I can easily understand and
perform different activities
related to one’s own personal
assessment of development.

B. Skills Competencies

Questions (Strongly (Agree) (Neutral) (Disagree (Strongly

Agree) ) disagree)
4 3
5 2 1
1. I can easily perform different
activities in my chosen
specialization.
2. I can easily understand
different terms in my chosen
specialization.
3. I can easily follow instructions
on how to accomplish a
certain task in my chosen
specialization.
4. I have the confidence when
performing our skills in front
of my classmates.
5. I can easily perform task in a
given period of time.
 6. I can easily manage my
expectations when
performing.
7. I can easily purchase things
needed for our performance
activities.
8. I can easily look for materials
needed for our performance
activities.
9. I have the confidence in
performing my skills in my
chosen specialization in out-
of-school setting.
10. I can easily provide assistance
to my classmates for the
accomplishment of the task
given.

C. Psycho-social Aspect  
Strongly Agre Neutral Disagre Strongly
agree e e disagree
(3)
(5)
(4) (2) (1)
1. I can perform activities
together with my classmates
excellently.
2. I can easily understand the
behavior of my classmates.

3. I can easily say my opinion

with my groupmates in my
chosen specialization.
4. I can easily act like how my
classmates acted.

5. I can easily have friends in

other sections.

6. I can easily accept the

behavior of my friends.
7. I can easily say my feelings
to my new friends.

8. I have the confidence in

giving my answers when
called in a recitation.

9. I have the confidence in

giving my own opinion to
my classmates.

10. I can act naturally in front of

my classmates.
 APPENDIX B

VI. ACTION PLAN/GANTT CHART

TASK JUNE 2020 JULY 2020

W1 W2 W3 W4 W1 W2 W3 W4

Collection of Data
Making the
discussions about the
data collected
 APPENDIX C
VII. COST ESTIMATES
ELIGIBLE ITEMS PARTICULARS QUANTITY UNIT TOTAL
COST COST
Supplies and Materials Bond Paper 4 Reams 200.0 800.00
Folder 6 pcs 0 48.00
Fastener 6 pcs 8.00 6.00
1.00
Domestic Travel 1,000.00
expenses
Communication 500.00
Expenses
Reproduction, Printing Ink 600.00
Book Binding 300.00
and Binding Cost
Food and Other Incurred Foods and Others 5,000.00
Expenses During the
Conduct of the Research
Other Expenses Related 3,000.00
to the Research
Dissemination
(Registration Fee,
Tarpaulin, Stand, Notarial
Fee, etc.)
Grand Total 11,254.00
VIII. PLANS FOR DISSEMINATION AND ADVOCACY

The findings of this study will be disseminated through LAC sessions in our

school. It can be shared to other teachers from other school through presentation in

the training.