Talaonga National High School Research Template..

TALAONGA NATIONAL HIGH SCHOOL 1
EFFECTIVENESS OF DAPAT ( DISCIPLINE , ACCURACY , PRESENTATION ,

ATTENDANCE and TIME) IN GAUGING AN OUTSTANDING ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF BAGUMBAYAN
NATIONAL HIGH SCHOOL: A STRATEGIC MODEL FOR POLICY
IMPLEMENTATION
RESEARCH PROPOSAL PRESENTED TO THE
GRADUATE STUDIES OF
UNIVERSIDAD DE MANILA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN
ADVANCE METHODS IN EDUCATIONAL RESEARCH
SUBMITTED BY:
RODERICK G. FRADES
DOCTOR OF PHILOSOPHY
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction:
Performance assessment is an authentic or alternative assessment which is
a form of testing that requires students to perform a task rather than select an
answer from a ready-made list. Experienced raters work based on an agreed –
upon set of criteria. This new form of assessment is most widely used to directly
assess the ability of students.
In the act of learning, people obtain content knowledge, acquire skills , and
develop work habits and practice the application of all three to a “real world “
situations. Such assessment represent a set of strategies for the acquisition and
application of knowledge , skills and work habits through the performance of tasks
that are meaningful and engaging to students(K. Michael et. Al).
Vitara (2006) cite the Richard Arrend’s Theory on effective teaching,
stresses the characteristics of an effective teacher as one who has the repertoire
of best strategies that can help them improve the teaching learning process. The
teacher’s innovate style and creativity that help the students to acquire necessary
skills.
The concept DAPAT is strictly linked to the idea that if tasks or activity were
performed religiously. Then it should be. These acronym (tagalog word” DAPAT”)
can be utilized as authentic tool for holistic assessment of the teaching – learning
outcomes. Their work are evaluated as it should be . This five letter –word”
DAPAT” is an acronym where D – stands for Discipline-students work with proper
discipline, work habits and collaborative efforts A – for Attendance –pertaining to
student’s attendance during the activity: P – for Performance and Presentation –
skills and ability to present output ; A – for Accuracy – accuracy to the guidelines
and procedures, and accurate answers to guide questions ; and T- for Time –
activity with time frame. Through this, strength and weaknesses can be measured
and improved. This Rubric strategy can be also a motivational approach that
creates a lively, dynamic environment where learning, thinking and doing science
activities are of primary importance.
The evaluation allows the student to pull together what they have learned to
answer the objectives of the lesson. There are usually several options for the
assessment; teach the topic to someone outside of the class or participate in a
debate. The current paradigm for teaching recognizes that the knowledge is
constructed, discovered and extended by students as they interact with their
environment. It has also been known that students learn best when they can build
on past experience, relates what they are learning to things that are relevant to
them , have direct ‘hands – on “ experience , construct their own knowledge in
collaboration with other learners and communicate their results effectively
( Anthony et. Al , 1998).

Discipline entails good work habits, individual honesty, persistence and
intrapersonal skills, such as appreciation of diversity and working cooperatively
with others. This work habits are necessary for an individual to be successful in
life. Attendance is vital to working as group. Tasks introduced with more hands
working collaboratively is finished ahead of time with no work pressure. In
Presentation and Performance, it manifest learning, develop self -confidence and
communication skills. For Accuracy, following instruction is essential for group
assessment. Guidelines are followed and answers relevant to questions are
checked with precision. The initial move to any methods involves an investment of
time. A period of time as a resource under control and sufficient to accomplish
something. Time management causes pressure but careful and systematic
performance develops among students and teachers the value of time. Finally as
student works with the performance assessment, the quality of work improves and
a lot easier for teachers in assessing and grading students work.
THEORITICAL FRAMEWORK
Winter (2014) Before any evaluation methods are selected and used in a
course-alternative methods like those conventional methods like exams and term
papers- it is worth stopping to think about “Assessment Theory”. Classroom
assessment information should be the basis for important classroom processes

and outcomes : students study and work patterns, Student’s understanding of what
they are learning and teachers instructional and grading decisions. Attention to
principles of assessment quality , especially validity and realibility , increases
confidence in the quality of assessment information.
Assessment broadly defined , means collecting information about something
to be used for some purpose. It is a broader term than measurement, which means
applying a set of rules(some score scales) to an attribute of something or someone
to obtain quantitative information about it .Assessment can include measurement.
There are four basic ways to collect assessment information(1) paper and pencil
assessment (2) Performance assessment (3) Assessment based on oral
communication
CONCEPTUAL FRAMEWORK
The research paradigm below shows the process in determining the level of
effectiveness of the Rubric DAPAT (Discipline, Attendance , Presentation,
Accuracy and Time) for Senior High School ABM students of Bagumbayan
National High School in gauiging an outstanding academic performance in science.

G PRETEST POST TEST
EXPERIENCES, CHALLENGES,
1 1 1
ACADEMIC PERFORMANCE
DAPAT
EXPERIMENTAL

RECOMMENDATION
G PRETEST POST TEST
2 2 2

G POST TEST
3 3
DEPED
CONTROLLED

G POST TEST
4 4

SMPI
Figure 1: Conceptual Framework
STATEMENT OF THE PROBLEM
This study aims to determine the level of effectiveness of Discipline ,
Attendance , Presentation , Accuracy and Time (DAPAT) in the teaching learning
process used by teachers in gauging an outstandin students’ performance.
Specifically, it seeks to find answers to the following questions:
1. What is the performance of the participants in the Pre- test results of the
control group as follows:
1.1 Group 1
1.2 Group 2?
2. What is the Post Test performance in science of the two groups of
participants as follows:
2.1 Group 1
2.2 Group 2
2.3 Group 3
2.4 Group 4?
3. How significant is the difference between the Pre- test and Post test
performance in science of Experimental group as follows:
3.1 Group 1
3.2 Group 2
4. What is the Post Test Performance of Control group as follows:
4.1 Group 3
4.2 Group 4?
5. What is the significant difference of Post Test by:
5.1 Group 1 and group 3

5.2 Group 1 and Group 4
6. What are the experiences , challenges and recommendations of the
control group participants in the effectiveness Of DAPAT ?
7. What are the experiences , challenges and recommendations of the
control group participants in the effectiveness of DepEd rubric?
8. How can the result of the study using DAPAT be utilized in school policy
Implementation?
SIGNIFICANCE OF THE STUDY
People who work with students should clearly understand the nature of the
learner in order to be more effective in their dealings with them and with their
problems. With these findings , it is hoped that a vivid picture of their nature ,
needs and aspirations can be seen and therefore become foundations for a good
teacher-student relationship . In particular , the study is important to the following:
School Administration. The findings of the study may help them plan appropriate
interventions to fit student’s needs, especially to students with learning difficulty

and provide necessary instructional aids , to uplift quality education in public
schools.
Curriculum Makers. Through the study , curriculum makers may able to devise
the curriculum in strengthening the academic performance of the students to
achieve quality education.
Science Supervisors. The result of the study may serve as the catalyst in
improving instructional methods and identify the needs that caused the weakness
in achieving good scientific skill. Implementing of the strategies and other
measures necessary to obtain quality education could be devise by them.
Science Teachers . They may find the result of the study helpful in planning and
initiating the best Rubric in teaching Science at any learning level inside the
classroom and encourage other teachers to upgrade their methods and techniques
in teaching- learning process.
Parents . The findings of the study may enhance parent’s active participation in
supporting the needs of their child and improve their relationship as supporters and
partners of the school in achieving high academic performance of their children.
Students . This study may be a great help to students. It could give them
motivation on how to cope with their difficulty and motivate them to study hard to
overcome their weakness in Science.

Future Researchers . This study may serve as valuable source of data while
conducting their studies.
SCOPE AND LIMITATIONS
This study is focused on the DAPAT Assessment tool used by the science
teachers and students of Bagumbayan National High School. There are 4 ABM
strands with an average of forty 40) students per class chosen purposively as
participants of the study to test the effectiveness of the DAPAT Assessment Tool.
DEFINITION OF TERMS
Rubric . Is a set of criteria used to evaluate the teaching and learning outcomes of
the students in a specific activity.
DAPAT rubric .It is an acronym for Discipline , Attendance , Presentation, Accuracy
and Time-bounded activity. A rubric used to assess the teaching and learning
outcomes .
Academic Performance.It is the academic achievement and knowledge acquired
by students or the skills developed in the school usually assessed through test and
activities assigned by teachers or both. It is the accomplishment of proficiency of
performance of the student in certain skills.

Effectiveness. It is the extent to which actual performance compares with targeted
performance. It is activities of vision and judgement in something , the degree to
which objectives are achieved and the extent to which targeted problems are
solved. It is also means” doing the right thing”.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes foreign as well as local literatures and studies which were
used as frames of references in the conduct of the study. Summarized below are
some of the articles and studies which the researcher found useful and relevant to
the study.
FOREIGN
Student misbehaviours such as disruptive talking, chronic avoidance of
work, clowning, interfering with teaching activities, harassing classmates, verbal
insults, rudeness to teacher, defiance, and hostility , ranging from infrequent to
frequent, mild to severe, is a thorny issue in everyday classroom. Teachers usually
reported that these disturbing behaviors in the classroom are intolerable and
stress-provoking , and they had to spend a great deal of time and energy to
manage the classroom . Obviously, student misbehaviors retard the smoothness
and effectiveness of teaching and also impede the learning of the student and
his/her classmates. Moreover, research findings have shown that school
misbehavior not only escalated with time but also lowered academic achievement
and increased delinquent behaviour . To lessen these immediate and gradual
adverse effects of student misbehaviours, it is of primary importance to identify
what exactly are these behaviour’s inside classroom.

In the literature, different terms have been used to describe problematic
behaviors of students. For instance, Stewart et al. referred student misconduct to
disciplinary violations in school, for instance, tardiness, vandalism, fighting,
stealing, and drinking on campus. When there are explicit rules and regulations in
school and classroom, violation of these is apparently a “misbehavior or
misconduct or discipline problem.” Nevertheless, a particular behaviour is viewed
as problematic may not necessarily be rule breaking, but inappropriate or
disturbing in the classroom setting. For instance, daydreaming in class, not
completing homework, talking in class, lesson disruption, bullying, and rudeness to
the teacher are named as “problem behaviors” , “behavior problems,” or
“disruptive behaviors”. These behaviors referred to “an activity that causes distress
for teachers, interrupts the learning process and that leads teachers to make
continual comments to the student” , or “the myriad activities which disrupt and
impede the teaching-learning process” . Noting that school misconduct is one of
the manifests of the problem behavior syndrome , the term “problem behavior” was
used to refer to all externalizing behaviors that violate explicit rules or implicit
norms, disturb the classroom order, and irritate the process of teaching and
learning in this study.
The primary goal of this study was to examine classroom problem
behaviors among junior secondary school students of BNHS based on the views of
teachers. The aims of this study were to generate a list of categories of students’
problem behaviors perceived by teachers, identify problem behaviors that were
perceived as the most common, the most disruptive to teaching and learning in
classroom, and the most unacceptable problem behavior and the reasons. Noting
that the most frequent misbehavior can be somehow objectively observed, a
particular behavior is regarded as the most disruptive or unacceptable depending
on the teachers’ subjective judgment and values, professional training, and years
of teaching experiences. Therefore, this study recruited teachers with different
years of teaching experiences and training background, in order to get a
comprehensive view of the issue. Boys' classroom behavior impacts grades, study
finds that boys in elementary school earned lower grades than they would have
based on test scores, mostly because their teachers held their classroom behavior
against them.
Jessica Van Parys, a co- author of the studies published in The Journal of Human
Resources and doctoral economics student at Columbia University.“It shows that
the gender differences in education emerge very early and it points to one potential
explanation for why girls are outperforming boys in years of schooling and
academic achievement,” Van Parys said. "It’s a piece to a very big puzzle.”
John Carroll’s (2013) “A Model of School Learning”, which directly linked learning
to time. He proposed that true learning depends on the amount of time a student
spends actively engaged in the learning process compared to the amount of time
the student needs in order to learn. For example, if Bill needs 60 minutes to
recognize and know ten new sight words or be able to type 25 words per minute
with no errors, and he spends 30 minutes on the learning, then Bill will not master
the material. Bill will learn half the words or type at half the speed and/or make
errors.
Later research studies amplified this concept. These studies explored how time
can be more efficiently used in classrooms and the instructional practices that lead
to active student learning. The California Beginning Teacher Evaluation Study
(BTES) of grades 7 through 10 in a large number of secondary schools identified
teaching activities and classroom conditions that advanced student learning.
BTES findings highlighted three important time concepts: allocated time, engaged
time and academic learning time.
Allocated time is the total amount of time available for learning; e.g. the length of
the school day or a class period. It is the “opportunity to learn”. According to the
BTES and many subsequent studies, teachers who allocate more time to a specific
content area have students who achieve at higher levels than teachers who
allocate less time to the same content. The Florida Department of Education
(FLDOE) embraced this research concept when it developed the policy that
mandated an uninterrupted 90 minute reading block for all public elementary
schools. This standardized reading time allocation guarantees that all elementary
students have an equal opportunity to learn to read. The BTES study also noted
factors that limit learning or cause students to lose interest during the allocated
timeframe, such as: (1)Academic learning time has to do with quality; it is the
amount of time students spend actively working on tasks of an appropriate
difficulty. Success breeds success. When a teacher targets the instruction of a
new concept or skill so students can succeed at least 75% of the time, students
are more engaged and achieve at higher levels. Computer game makers use this
same research concept. They create captivating games designed with advancing
levels of difficulty so that even novice players, intrigued by the challenge, and can
“find the ring” or “enter the magic door” frequently enough to maintain their
interest. For the teacher, striking the balance between challenge and success in
the classroom is more demanding and complex than any game, particularly with a
heterogeneous group of students. To deliver lessons designed to maximize
academic learning time, teachers must:(1)accurately diagnose each student’s
knowledge and skill level ; (2)prescribe learning tasks appropriate to a student’s
levels; (3)structure engaging lessons around the learning tasks and give clear,
concise task directions; (4)have substantive teacher-student interaction during the
lesson, such as: modelling, guiding students as they practice, asking probing
questions, giving corrective feedback
Four significant classroom management processes promote time-on-
task(1)Room arrangement – Well-organized room arrangements provide easy
student movement and good teacher-student eye contact. Trouble-free traffic
patterns reduce distractions and disruptions. In addition, educators whose rooms

are arranged so they have a clear view of all their students can easily monitor
student engagement and attend to student activities. (2)Rules and procedures –
Effective rules and procedures reduce the time spent on disruptions and
disciplinary situations; (3)Transitions – Efficient practiced transitions help students
move in and out of the room smoothly and get to work quickly at the beginning of
class or on the next learning activity;(4) Preparation and pacing – Doing the hard
work of pre-planning and preparing ample activities and materials allows educators
to focus on the lesson momentum. Good pacing reduces dead time and keeps
students involved and on task.
Before deciding what strategies to use to increase attendance, it can be
beneficial to look at the reasons why students don’t attend school, and just as
important, why they do stay in school, and what they do like about it.
Gleason & Dynarski (2012) said, there are well-established risk factors
associated with dropping out and skipping school—family background and
relationships, past school performance, personal characteristics, and school or
neighborhood . For instance, home dynamics such as impoverished living
conditions, frequent home relocations, lack of child supervision, and other family
issues are often related to non-attendance.
Corville-Smith et al. (2014) found six variables that were statistically
significant predictors for distinguishing absentee high school students from

regularly attending students: (1)Students’ school perceptions: Absentees are less
likely to perceive school favourably; (2)Perception of parental discipline: Absentees
perceive discipline as lax or inconsistent (3)Parents’ control: Absentees believe
parents are attempting to exert more control over them ; (4)Students’ academic
self-concept: Absentees feel inferior academically 5. Perceived family conflict:
Absentees experience family conflict 6. Social competence in class: Absentees are
less likely to feel socially competent in class.
To understand more clearly why students are not coming to school, many
researchers and practitioners are interviewing and surveying students to obtain
answers. Recently, the Oregon Department of Education interviewed students
enrolled in alternative high schools and asked what it was about their school that
kept them in, and what they would change about their previous high school to
make it a better place. Interestingly, they all responded similarly, regardless of
background or environment, with this statement: “Respect me for who I am, require
me to do my best, and give me the help I need to achieve it” Brush & Jones ( 2012)
They need teachers who will be patient and “persevere” with their individual rates
of learning, and want teachers to have high expectations for their learning; they will
work to achieve goals to meet those expectations, as long as they have the
support.
Commonly cited reasons that students have given for not attending school
(Clement, Gwynne, & Younkin (2011);Wagstaff, Combs, & Jarvis(2012): (1)Viewed

classes as boring, irrelevant, and a waste of time ; (2)Did not have positive
relationships with teachers ;(3)Did not have positive relationships with other
students ;(4)Was suspended too often (5)Did not feel safe at school (6) Could not
keep up with schoolwork or was failing (and there were no timely interventions);(7)
Found classes not challenging enough (worksheets and reading with lectures were
the predominant activities), and students can miss class days and still receive
credit ;(8) Couldn’t work and go to school at the same time
More complete understanding of why students are not attending school, they
can investigate what strategies might be the most helpful for their students. A
review of the relevant research and professional literature reveals a number of
views and solutions for increasing attendance. Much research, especially research
on truancy prevention, views attendance problems as the result of a “functional
problem,” such as self-motivation, peer relations, mental health, substance abuse,
social skills, poverty, and discipline. Interventions are designed to treat these
problems by using counselling and family mediation, involving law enforcement,
and providing social services Dembo & Turner ( 1994).
A broader view of attendance issues, which is becoming more prevalent in
the literature, is that attendance is an indicator of larger, more complex issues of
disengagement and student motivation, and that school culture and structure
contribute to both according to Bryk & Thum (1989)l

Researchers and experts have identified issues that may contribute to
student absenteeism, and offered implications for designing a continuum of
building-level approaches and student supports in the school. Although these
experts still want students and families held accountable, there is a growing
recognition that schools need to take a positive approach in looking at how the
school structures, culture, academics, and other factors contribute to attendance
problems.
Lee and Burkam (2013) suggest, “When researchers frame dropping out
as a function of student background and behavior, the implication is that students
themselves are at fault for taking such unwise actions.” This might tend to let
school staff members off the hook, they say, and deeper investigations into how
the school culture can contribute to attendance may not take place. Researchers at
the National Center for School Engagement are encouraging schools to ask
themselves how they can provide a positive, welcoming, safe, academically
challenging, and personalized environment within which students can succeed.
Schools need to be responsive to the signs of a student becoming
uninterested in school or signs that a student is struggling in class. Students such
as those mentioned in the introduction of this booklet started to skip classes, take
less challenging classes, and fall behind long before a serious problem developed.
This is why providing ongoing supports such as ones that will be described in the
following sections are so important. Interventions that start in elementary school,

according to some studies, are more effective in increasing attendance than
starting in middle or ninth grade ,Holbert, Wu, & Stark, (2012). “Working to help a
child establish a positive relationship with the school system in the earliest grades
would seem to be more feasible than working to rectify a negative relationship
when the child becomes an adolescent,” suggest Ford and Sutphen (2016).
LOCAL
Effective Discipline is positive and constructive. It involves setting goals for
learning, and finding constructive solutions to challenging situations. Schools
should respect students developmental levels, their rights to dignity and physical
integrity , and their right to participate fully in their learning.(Positive discipline in
Everyday teaching: A primer for Filipino Teachers: Durrant , Joan E. (2014).

4
CHAPTER 3 5
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researcher employed the mixed Experimental design and Qualitative
research to determine the effectiveness of the DAPAT rubric in gauging the
student”s academic performance in order to establish a unique model utilizing the
best pedadogy from different disciplines. This is to lessen teachers burden in

4
choosing the best rubric suited to learners achievement .
RESEARCH LOCALE
The school is an institution that caters to all types of learners where
teachers are the frontliners in the assessment of students’ academic performance
in the class.The researcher conducted the research at Bagumbayan National High
School located Bagumbayan Taguig City.The sample participants of the study
covered 40 grade 11 students due to limited budget and materials.Currently
enrolled in Bagumbayan National High School during School Year 2019-2020.The
grade 11 students were tested which consist of two groups. Two (2) sections as
control group and the other two(2) sections of ABM strand as experimental group
which students are purposively selecte.However, to achieve all these; there
should be an effectively pedagogy in teaching to achieve high academic
perform,ance among our students.

On July 26, 1999, a bill in the House of Representatives known as the “Act
Establishing a National High School in Brgy. Bagumbayan Taguig to be known as
Bagumbayan National High School”. Finally, Republic Act. No. 3845 was passed
by House of Representatives and Senate on October 9, 1999 and June 8, 2000
respectively.
Two years after the approval of said act. Bagumbayan National High School
opened its door to the students in June 2002 with 485 freshmen, 6 teachers and 5
makeshift classrooms located in C.P. Sta. Teresa Elementary School. At present,
Bagumbayan National High School has 25 classrooms with a 3-storey, 9
classroom building under construction. There are almost 4,000 students enrolled
this S.Y. 2011-2012 being handled by strong teaching force of 98 faculty members. 5
Another respondent of the study was the Upper Bicutan National High
School which teaches students in grades seventh through tenth in Taguig, Fourth
District of National Capital Region. Signal Village National High School teaches
students in grades seventh through tenth in Taguig. Fourth District of National
Capital Region.
Participants
The respondents of this study were four groups consisting 40 students per
class (160) purposively selected grade 11 ABM students of Bagumbayan
National High School ,Division of Taguig City and Pateros, School Year 2019–
2020, where the researcher is also teaching.Ten students wered interviewed about
their experiences , challenges encountered during the conduct of the research.

Table 1
Age of the Respondents
Age Male Female Total

20 and above 2 1 3
18-19 16 22 38
17-18 46 30 76
15-16 13 10 23
Total 77 63 140
Table 1 shows that most of the respondents age range from ageS 15 to 16
which is the actual age of the grade 11 students. There are also few from ageS 17-
18 and 19 above. This shows that there only few students enrolled beyond their
age since the data shows that mostly are in right age in that grade level.
Table 2
Gender of the Respondents
SCHOOL MALE FEMALE TOTAL

ABM A 20 15 35
ABM B 16 19 35
ABM C 23 12 35
ABM D 13 22 35
TOTAL 72 68 140
From table 2 the total number of 140 respondents were randomly selected.
Signal Village has a great number of respondents followed by Upper Bicutan

National High School and the least number of respondents were Bagumbayan
National High School
Population and Sample
The study used the convenient sampling or purposive design. The Slovin’s
formula to determine the sample size for the research survey. The Slovin’s formula
is :
n = -------
( 1 + Ne2)
Where :
n= sample size
N= Population Size
e= Margin of error
10
Sampling Design
A sample of 160 students was selected from the population using the
convenient or purposive sampling technique. The researcher purposively chosen
the participants as controlled and experimental. The first group of 80 students are
under controlled group utilizing the rubric DepEd rubric as classroom intervention
while the other set of 40 students under experimental group utilizes the DAPAT
rubric.
Research Instruments
A two-part questionnaire was prepared specifically to answer the problems
posed in the investigation. Part I consists of information regarding the student –
respondents’ personal background, namely; age, gender. The researcher believed
that these variables largely contribute to the findings of the study.
Part II of the questionnaire deals with the experiences, challenges and
recommendations of the participants on the utilization of the both rubrics used in
the study.
A draft of questionnaire was presented to the adviser for critiquing. The
questionnaire was also validated by a group of experts before the actual survey
After the validation of the research questionnaire, the researcher wrote a
letter to the Superintendent of the Division of Taguig City asking permission to
conduct a study. A letter of request was given to the school heads to conduct the
study and administer the questionnaire to the target respondents. Upon approval
of the school head , This started the distribution of the questionnaires to the
respondents and retrieved them after accomplishment. Interview was also

conducted by the researchers to selected participants to know their experiences
,challenges and recommendations on the rubric used.This was done personally by
the researcher to ensure complete retrieval of questionnaires. The data were then
collected, tabulated, analyzed and interpreted.
Another set of interview questions were given to participants determine and
indetify challenges , experiences and recommendations based on the actual
experioiences they encountered in the conduct of the study.
PROCEDURES
The researcher ask the permission to conduct a study to the principal then
to superintendent and once given the permit to conduct the researchers. Due to
busy schedules questionnnaires retrieval were administered by the shool head. In
the light of the interview the participiant of the study were oriented of the pros and
cos of what they are going to share information based on the advanced prepared
questions..Answers are gathered in details and were given interpretation as they
apply the giorgi and goirgi principle. All the details on the transcript were
interpreted by the researcher as they come up with interview and the details are
intensively interpreted by the researcher using the giorgi and Giorgi principle.
Statistical Treatment of Data
The following statistical tools were employed in the analysis of the data
gathered.
Data was analyzed using the percentage, Weighted Mean and T-test for
statistical analysis. It is a statistical test applied to determine the significant
relationship of the actual frequencies from the expected frequencies. It is also
suitable for unpaired data from large samples.
DATA ANALYSIS
The application of the method will be presented using the transcribed
interview conducted by Carino (2008) in her study on disaster psychosocial
assistance.
1.Demarcating meaning Units
The Descriptive Phenomenological Psycholgy Method(Goirgi and
Giorg,2003a0 is composed of four steps which are as foolows: reading transcript,
demarcating meaning units,transforming meaning units into psychologically
sensitive expression , and determining the general structure.
The first actual step is reading the entire description to get sine of the whole.
The researcher reads the transcribed data and interpret.
Frequency Distribution and Percentage
The Frequency Distribution and Percentage were used to determine the
proportion of some respondents in its equivalent percent based on the total
number of respondents with a formula of
P = __f__( 100%)
Where:
P – Percentage
N – Total number of respondents
f – Proportion of respondents
The researcher also used the formula of mean to get the arithmetic
average of a set of values , or distribution.
Weighted Mean
The researcher also used the weighted mean to get the certain weights for
the answer. Weighted mean is the summation of weighted frequency or summation
of frequency
The mean of a series of variables is the arithmetic average of those
numbers. It is determined by summing the numbers , then dividing that sum by the
number of variables(count) included in that sum.
The formula for calculating a mean often appears like this:
X = _∑ fx_
Where :
X – Mean
∑ f x - Scores
N – Number of cases
Chi- Square
This was used to compare the actual frequencies of the responses with the
expected frequencies to determine the significant relationship between students
behavior and academic performance.
X2 = ∑ (f (a) – f(e)2
f(e)
Where:
X2 = Chi – Square
f(a) = Actual frequency of Number of Observation in a cell
f(e) = Expected Frequency or Number of Observation in a cell
∑ = “ Summation” the Differences are Cumulative
Arbitrary Scale of Values
The responses and values derived from impact of social media on academic
performance and behavior of students were interpreted using the following
arbitrary values.
Academic Performance values

Range Degree of Responses Verbal Interpretation
96 and above E Excellent
91 – 95 VG Very Good
86 – 90 G Good
81 – 85 A Average
76 – 80 BA Below Average 49
75 and below P Poor
RESEARCH INSTRUMENTS
The following were the research instrument used in the study
DAPAT Rubric
The researcher uses the rubric DAPAT ( Discipline , Attendance , Presentation ,
Accuracy and Time) in the teaching –learning outcomes for experimental group.
The control group used the traditional method of teaching.
Another tool employed by the researcher is the descriptive
phenomenological psychological method developed by Giorgi and Giorgi (2003).
An interview to students and teachers in the use of the DAPAT rubric as one of
the tool in gauging an improved academic performance in the class and at the
same time to know their experiences ,challenges and further recommendations in
utulizing the rubric made.

THE IMPACT OF SOCIAL MEDIA ON THE ACADEMIC PERFORMANCE AND

BEHAVIOR OF GRADE 10 STUDENTS IN SELECTED PUBLIC SECONDARY
HIGH SCHOOLS: INPUTS TO AN ENHANCED GUIDANCE PROGRAM
A Thesis Presented to the

Faculty of Graduate Studies
Taguig City University
In Partial Fulfillment of the Requirements for the

Degree of Master of Arts in Education
Major in Educational Management
Roderick G. Frades
February 2017
APPROVAL SHEET
This thesis is entitled “ THE IMPACT OF SOCIAL MEDIA ON THE

ACADEMIC PERFORMANCE AND BEHAVIOR OF GRADE 10 STUDENTS IN
SELECTED PUBLIC SECONDARY HIGH SCHOOLS: INPUTS TO AN
ENHANCED GUIDANCE PROGRAM ,in partial fulfillment of the requirements
for the degree MASTERS OF ARTS IN EDUCATION MAJOR IN EDUCATIONAL
MANAGEMENT , prepared and submitted by RODERICK G. FRADES , is
hereby recommended for oral examination.
Elvira B. Bagacina Ed. D.

Adviser
Approved in partial fulfillment of the requirements for the degree

Master of Arts in Education Major in Educational Management by the
Committee on Oral Examination with a grade of _________ on April , ____
2015
Normita A. Villa Ph. D.

Chairman
Jennifer F. Tolang Ed. D. Dennis T. Maligaya

Member Member
Ivy M. Mendoza
Member
Accepted in partial fulfillment of the requirements for the degree

Masters of Arts in Education Major in Educational Management
AURELIO PAOLO R.BARTOLOME

University President
Dean , Graduate School
ACKNOWLEDGEMENT
First and foremost , the writer would like to thank our Almighty God for all
His guidance , wisdom and enlightenment. Without Him , this work would not be
possible.
To my brothers and sisters who are always beside me and being my
inspiration to pursue more on my studies and for their support and patience
making this work a reality.
To Mr. Dennis Maligaya, thank you for your suggestions and advice. Also to
my professors Dr. Osorio and Dr. Andaya , for sharing their expertise , their
wisdom, understanding , valuable comments and suggestions in his pursuit for this
educational undertakings.
My in-depth gratitude also to Dr. Elvira b. Bagacina , my thesis adviser for
her motivation , encouragement, advice, guidance, assistance and invaluable
support and service. Her patience, untiring effort making this research endeavor
successful. Thank you , madam.
Indeed , the researcher wishes to thank his friends for their shared
assistance and wonderful experiences that motivates the researcher to push to the
limits even through ups and downs.
To Honorable Mayor Laarni L.Cayetano , City Mayor of Taguig for her full
support in her advocacy on investing in the Education for Taguigenos.

Finally , words are not enough to thank my parents for their selfless love
and moral support despite of life hardship and circumstances. For their motivation
and being my inspiration to this educational milestone. Thank you so much…
R.G.F.
ABSTRACT
Title : THE IMPACT OF SOCIAL MEDIA ON THE

ACADEMIC PERFORMANCE AND BEHAVIOR OF
GRADE 10 STUDENTS IN SELECTED PUBLIC
SECONDARY HIGH SCHOOLS: INPUTS TO AN
ENHANCED GUIDANCE PROGRAM
Researcher : Roderick G Frades
Adviser : Dr. Elvira B. Bagacina
School : Taguig City University
Degree Conferred : Master of Arts in Education
Major : Educational Management
Year : 2017
This study was conducted to determine the impact of Social Media on the
Academic Performance and Behavior of Students in Selected Public Secondary
Schools. The following concerns were looked into: 1) the use of social media in
terms of purpose, frequency of visit and the time spent in daily visit of the
students.2) the academic performance of the students – respondents in selected
public high schools.3) the behavior of the students as assessed in terms of respect
to authorities , general conduct in the classroom and attitudes towards classmates
and peers.4) the significant effect on the students on the use of social networking
sites to their academic performance and behavior.
The descriptive correlational method of research was used utilizing 4 sets of
questionnaires from three big Public high Schools in the Division of Taguig City
and Pateros. An average of 360 student- respondents from selected public high
schools
Chapter 1
THE PROBLEMS AND ITS BACKGROUND
Introduction
Social networking really comes with a lot of features so its users are
increasing day by day. Social network played a major role in communication. It is a
great tool to keep in touch with family and friends , colleagues. It offers great
benefits for personal, educational and professional purposes. Researching
materials for articles becomes easier. With so many modes of communications, we
all feel that we are lucky but the ground reality is that we have become slaves to
these modes. We are glued to one gadget or the other round the clock. Even kids
are not behind. Rather than playing outdoors , they are busy creating social
network profiles. As we are deeply engrossed in the social network , it has
hampered personal bonds . With every advancing day warmth and real
connections are sinking. Social networking helps us to connect with new people. It
has also impacted how people make friends these days . Instead of meeting face-
to-face people nowadays are happy to scroll through an endless list of bite-sized of
personal information, or interact through comments or even chat with multiple
people simultaneously.
The researcher concentrated on the three big nearby schools Namely
Bagumbayan National High School , Upper Bicutan National High School and
Signal Village National High School.

On July 26,1999 the newly elected Congressman Allan Peter Cayetano
endorsed a bill in the House of Representatives known as the “ Act Establishing a
National High School in Brgy. Bagumbayan Taguig to be known as Bagumbayan
National High School”. Finally , Republic Act. No. 3845 was passed by House of
Representatives and Senate on October 9, 1999 and June 8, 2000 respectively.
Two years after the approval of said act. Bagumbayan National High School
opened its door to the students in June 2002 with 485 freshmen , 6 teachers and 5
makeshift classrooms located in C.P. Sta. Teresa Elementary School. At present,
Bagumbayan National High School has 25 classrooms with a 3-storey , 9
classroom building under construction. There are almost 4,000 students enrolled
this S.Y. 2011-2012 being handled by strong teaching force of 98 faculty members.
The school is under the leadership of Dr. Noemi O. Bayle(principal)
Another respondent of the study is the Upper Bicutan National High School
teaches students in grades seventh through tenth in Taguig, Fourth District of
National Capital Region. The school has 31 instructional rooms and 4 non-
instructional rooms, which are all powered by a power grid. With 4,121 students,
class size is around 133 students . Guia R. dela Cruz is in charge of the school,
acting as the school’s Principal.
Signal Village National High School teaches students in grades seventh
through tenth in Taguig. Fourth District of National Capital Region. The school has
79 instructional rooms and 35 non-instructional rooms, which are all powered by a

power grid. With 8,052 students, class size is around 102 students. Eleanor F.
Abisado Ed. D. is in charge of the school, acting as the school’s Principal.
Social media has both positive and negative benefits, but most people
overlook the positive benefits and rather concentrate on the negative influences on
the youth and society as a whole.
An estimate shows that, in 2018 there will be 2.67 billion social network
users around the globe up from 1.9 billion in 2014 (www. Statista. Com) .
Now all types of information can be accessed via the internet and every
important subject that can be discussed and debated on social media. Nowadays
even organizational meetings can be held on social media to cut down cost , time
and stress; these meetings are held on social platforms like skype , viber and due
to their video chat functions and even group chat. It has totally become impossible
for some companies to maintain control over data. Advertising business and work
opportunities to enable the youth to attain job easily. Spending time on social
media may seem like a waste of time. For instance Facebooking , instagraming
,snapchatting, whatsapping all the “ings”. Sharing photos , posting pictures and
writing will seem like time being wasted as opposed to being invested.
Social media helps build our social relationship in the sense that , being on
campus we might not be able to make friends . Social media is a step in making
new friends. It helps the youth build relationship by knowing ourselves better and
probably in the future, we might end up helping ourselves.

On the other hand, social media is a very good example to the youth as a
source of entertainment where we follow and like most of our favorite songs and
artists, checking out new clothing and hairstyles. Social media sites keep us
abreast with happenings around the world. The student find it difficult in buying
newspapers. Social media is now here , and with it the students get to know what
is happening outside the country and in our country as well. Moreover, it is even
educating by informing us to know the institution we will like to further after senior
high schools and universities. It gives information on scholarships to the various
types of institutions around the world , which make it very exciting and motivates
us too. It also informs us about the awareness of job opportunities for the students
during vacation and land a job after graduation as soon as possible.
Social media sites enable us to communicate in a speedy and efficient
manner like Facebook messenger, twitter , etc. It makes it easier to get in touch
with friends and families living outside the country and even closer family members
batch mates and long lost relatives. It allows us to communicate easily and
effectively. Social media has eventually made the world a global village where
anyone at any point in time talk to a friend or someone at the other end of the
world with little or no stress.(Mensah).
The purpose of these study is to explore what really is the impact of social
network on the lives of the students specially in academic and how are their
behaviors affected positively or in contrary by these modes of changes on the
communications.
BACKGROUND OF THE STUDY
The school is an institution that caters all types of learners and the teachers
are the front liner in the assessment of students’ academic performance and
behavior inside the class. Molding young minds and their holistic personality are
teachers-parents responsibility. Teachers can change the child through a piece of
chalk and experience .While parents control and strict surveillance in their
upbringing can assure good discipline and successful life among
students.However , characterizing the relationship that exists between a persons
social group and his or her personal behavior has been a long standing goal of
social network analysis. We all know that everyone is a product of their
environment. Circumstances, life events , influences and surroundings can further
change our behavior. Social media already influences relationships and education.
Our own behavior , actions and habits are likely to be largely influence and
impacted by social media than we ever could have imagine. This is a ripple effect
and can be pervasive and influential that we might think.. Nowadays , students are
radically changed with improve habits , lifestyle , behavior and even academic
performances by social media influences. Some embraces the benefits while other
don’t. Some shows positive discipline and academic performance others don’t.
Social media exposure must be accompanied with responsibility and accountability
much be given emphasis especially in school settings.
There are certain issues and concern encountered by students and even
teachers in the guidance office that are quite resolved related to posting ,
messaging in the social media sites. It alarms and catches the attention of the
researcher why this young students able to acquire negative behaviors where in
fact they are surrounded with people who are influential in developing positive
behavior.
It is for this reason that the researchers perspective is to study the impact of
SNSs on student’s academic performance and how this significantly affects the
students behavior in and outside the school.
THEORETICAL FRAMEWORK
This presents related theories and concepts that would help the researcher
create a clearer picture of the research.
Dresang was best known for her theory of Radical Change which explains
changes in information resources and human information behavior in current digital
age. Her theory and research have influenced many researchers and professionals
as they seek to understand digital youth.The term “ digital youth” refers to
contemporary children and young adults ( ages birth through eighteen years) who
were born into this interactive and connected digital culture, regardless of their
varying levels of access to technologies or digital media skills. The core concepts
of Radical change theory , referred to as digital age principles , capture key
characteristics of digital society and include the following(1)Connectivity: a sense
of community construction of social worlds that emerge from changing
perspectives and expanded association in real world or literature.(2)Interactivity:
Dynamic , user- initiated , non –linear , non – sequential , complex cognitive ,

emotional and physical behaviors and relationships with and among components
of literature.(3) Access: Breaking of long-standing barriers , bringing entrée to a
wide diversity of formerly large inaccessible opinion and opportunity in society and
sophistication in literature.
FIGURE 1: RADICAL CHANGE THEORY
Another theory which supports this study is the Social Media- Integration
Theory Model.-The one-to-many models works well when examining
communication channels or online marketing implementation. However,the
interactive social media platforms(Facebook , Linkedln, Del-ici-ous, Twiiter ,
Youtube , Foursquare , Digg in..)have radically changed communication paradigm.
Due to the rapid adoption of Social Media Marketing as a major communication
integration medium , it’s necessary to consider how the social interaction has
affected the communication process. The exposure, feedback engagement
( connecting) and Exchange ( sharing) that Social Media platforms provides , it

creates a major changes for the traditional communication understanding.
Essentially , information flow is no longer considered ‘one-way street” in which
audience receives messages through the “ I communicate-you receive” mantra.
Rather , Social Media Integration is seen as an interactive process that enables
same –level information exchange among the audience and the brand, creating a
long- lasting feedback communication process and giving a brand a total
engagement approach.
FIGURE 2: SOCIAL MEDIA-INTEGRATION –

MODEL
This Dependency theory is a mass communication theory that seeks to
explain the long term effects of media on the audiences and society. This theory
states that the more dependent an individual is on the media for having his or her
needs fulfilled, The more important the media will be to that person. The originators
of this theory are Sandra Ball- Rokeach and Melvin Deflour.
As cited in the study of Syallow(2012) Ball-Rokeach ,purport that kinds of
effects that occur and are measurable are not those” that they are easily detected
in laboratory experiments , or in before – after studies of people who have been
exposed to specific messages .Instead these effects are the kind that enlarge
people’s belief systems , change peoples attitude, motivate delicate shifts in
individual or collective sentiment as well as other kinds of society wide changes.
The central point of this theory is that people in modern society depend on the
media to comprehend and understand the world around. Dependency theory
conceives of dependency as a relationship in which the fulfillment of one’s party’s
needs and goals is reliant on the resources of another party. The main focus of this
theory is the relationship between media and its audiences. In the present modern
world , you will find that individuals highly depend on media to satisfy a range of
their needs. These needs could range from political , to fashion to entertainment
FIGURE 3: MEDIA SYSTEM DEPENDENCY THEORY

Conceptual Framework
This study is anchored on the impact of social media on the academic
performance and behavior of students.
INPUT
1. Social media Networking site

 Purpose and frequency
of visit
 Time spent daily
2. Behavior of students with
 Respect to authorities
 General conduct in the
classroom
 Attitudes towards OUTPUT
classmates

3. Significance of social media in:
 Academic Performance
 behavior
Proposed
Enhanced
Guidance
Program
PROCESS
Administration , retrieval , analysis and

interpretation of the data
FIGURE 4 : RESEARCH PARADIGM

Statement of the Problem
This study aims to find answers on the impact of the social media on the
academic performance and behavior of the students. Specifically it sought to
answer the following:
1. How is the use of social media on the respondents described as to:
1.1 Purpose and frequency of visit; and
1.2 time spent daily ?
2. What is the academic performance of the student- respondents in selected
public high schools as of their third grading period?
3. How is the behavior of the students assessed in terms of :
3.1 respect to authorities ;
3.2 general conduct in the classroom; and
3.3 attitude towards classmates and peers?
4. Is the social media significantly affecting the students in terms of:
4.1 academic performance; and
4.2 behavior ?
5. Based on the findings of the study, what inputs can be proposed to
enhanced the school guidance program?
HYPOTHESIS
There is no significant relationship between the academic
performance and the behavior of students on the use of social media network of
the grade 10 students.
Significance of the study
The findings of this study would be beneficial to the following:
Department of Education , High School principals , teachers , students , school
guidance councilors and future researchers.
Department of Education. This study can be an instrument for the
appraisal of its program in upgrading quality education considering the enormous
exposure of students on the use of social media in relation to the students
achievement and their behavior towards studies through formulation of intensified
guidance programs..
School Administrators . Make the plan of actions that are suitable to the
needs and interests of teachers in improving their craft. They are the ones in
control of the teacher – students relationship in achieving high performance among
students in preparation to the challenges of the society ahead.. Findings of this
study may help them make good supervisory plans and leadership modification
that will boost teaching efficiency.
Teachers .are the frontline in teaching. They are viewed as the prime
movers of knowledge. They are the most responsible catalyst of change in the
teaching – learning process. Results of this study can aid them in the assessment
of the student’s academic performance and how their behaviors are affected by
exposure to social networking sites. Also , they may be useful for instructional
planning as to what remediation needed in improving their study modes through
review preparations.
Students . Being the innermost subject of the educational system, students
will indeed benefit directly from this study. Whatever findings of this research
particularly on improving their academic performance and attitudes in the teaching-
learning process and how can be given appropriate interventions and remediation.
Curriculum Planners. May use this research in modifying or adopting
curriculum suited to the learning styles and capabilities of the clienteles. Apply
some modifications on the existing programs suited to the existing and changing
trends in educational system Findings of this study can be used as basis because
one factor adopting a certain curriculum is based through results of students
learning achievements and behavioral transformation linked to social media
influences.
Community. They can derive useful information from this study for it may
help them understand best their roles, particularly the parents in building a solid
school community relations.
Parents .They should have a clear perspective of the achievement level of
their children along the basic subjects. With this , they can assist and guide them
towards improving their work habits and study attitudes. A strict surveillance on
the behavior of their children and in tracking their school performance.

Future Researchers. Consider this work useful for they can make this as
reference material on the same or similar problem. These are the researchers who
will tackle on the impact of social media on academic performance and behavior of
students.
Scope and Limitations of the Study
The concern of this study was comparable effects of social media on the
academic performance and behavior of students in the Division of Taguig City and
Pateros. The researcher targeted the three (3) selected school namely
Bagumbayan National High School, Upper Bicutan National High School and
Signal Village National High School. The respondents of the study were 289 for
Bagumbayan National High School ; 353 in Upper Bicutan National High School
and 292 in Signal Village National High School a total of 934 respondents.
Definition of terms
Social media . It is the social networking sites where students frequent
visits in browsing information , sharing pictures and messages and posting , video
calling , collaborating and communicating with one another to talk about
assignments and a free access to information and other resources to help student
learn.
Academic Performance . It is the academic achievement and knowledge
acquired by students or the skills developed in the school usually assessed

through test and activities assigned by the teachers or both. It is the
accomplishment of proficiency of performance of the student in a certain skills.
Behavior . It is the person outlook of one self on how he/ she act or react
on things which is also the manifestations of the values taught and learn or
acquired in school by the strict guidance and control of teachers and parents as
partners in molding the child to be good citizens of the society.
Guidance Program . It is the set of policies implemented by the school and
initiated by the guidance councilor in monitoring the student’s academic
achievements and behaviors .
Frequency of visit . It is the number of time spent by students in browsing,
gathering data and information , chatting , reading , watching videos, listening to
music to the different social networking sites in a day.
Radical youth . It is the characteristics of a person exposed to social media
network brought about by the change on their social behavior.
Digital Youth . Refers to contemporary children and young adults ( ages
birth through eighteen years) who were born into this interactive and connected
digital culture regardless of their varying levels of access to technologies or digital
media skills.
Behavior . is define as the amount of like or dislike a person has for the
behavior in question and is determined by behavioral beliefs (i.e. , beliefs about the
consequences) and beliefs evaluation( i.e. how good and bad each consequence
would be if it happened ( Trafimol et. al, 2010)

A person’s attitude reflects his/her positive or negative evaluation of
performing control ( Pelling et. al , 2009).
Chapter 2
RELATED LITERATURE AND STUDIES
The influence of social media on adolescents and teenagers is of particular
importance , not only because this particular group of children is developmentally
vulnerable but also because they are among the heaviest users of social
networking. While social networking undoubtedly plays a vital role in broadening
social connections and learning technical skills , its risks cannot be overlooked.
The lack of difficulty in self – regulation and susceptibility to peer pressure makes
adolescents vulnerable to evil as Facebook depression , cyber bullying which are
realistic treats.
Teens look to social networks as a key source of information and advice in a
critical development period with 57% of teen social networkers saying they look to
their online social network for advice( Nielsen , 2009).Cellphones and features
such as texting , are very popular with teens and parents. Over 90% of parents and
teens backed the assertion that they like cellphones because they can “keep in
touch no matter where I am”(Lenhart et al.,2010).Teens have found that they
gained more independence and freedom through owning a cell phone that allows
them to communicate with their parents and that they often use voice calling to
seek out social support when needed to discuss personal matters. Most teens
surveyed who are regular media users have lots of friends, get along well with their
parents , and are happy at school. However , peer rejection and lack of close
friends are among the strongest predictors of depression and negative self- views.
(Hartup , 1996).Teens who are the heaviest media users report being less content
and are more likely to report that they get into trouble a lot , are often sad or
unhappy , and are often bored ( Rideout , 2010).
Many social networking sites incorporate an instant messaging feature ,
which lets people exchange information in real – time via chat. This is a great
feature for teachers to use to facilitate classroom discussion because it lets them
utilize the vast store of information available on the web. This can be a great time
saver for the teacher – since students no longer need to visit a library to conduct
research – and engage distracted learners. School is not only the setting where
this type of real – time information sharing can be beneficial. Social networking can
provide a tool for managers to utilize in team meetings, for conference organizers
to use to update attendees and for business people to use as a means of
interacting with client or prospects. Some leaders are going so far as to include
tweets or other social media updates during presentations. This approach can
make events more interactive and help the presenter reach a larger audience.
Many researchers conducted detailed studies about the factors contributing
student performance at different study levels. Zappala et al.(2002) noticed that
parents social income or social status positively affects the students score in
examination. According to Minnesota ( 2007) “ the higher education performance is
depending upon the academic performance of graduate students.
Durden et. Al. ( 2002 ) observed that “ the measurement of students
previous educational outcomes are the most important indicators of students future
achievement, this refers that as the higher previous appearance , better the
student’s academic performance in the future endeavours.
Pedrosa et. al. ( 2006) in their study on social and educational background
pointed out those students who mostly come from deprived socio-economic and
educational background performed relatively better than others coming from higher
socio-economic and educational area. They named this phenomena elasticity. It is
obvious and true that the criteria for categorizing socio – economic standard in
different countries are different depending of their norms and values. The criteria
for low socio- economic status for developed country will be different from the
criteria developing nations and same will be in the case of developing and under
developing countries. “The total income of families, monthly or annually and their
expenditures also put a great effect on the learning and academic opportunities
accessible to youngsters and their chances of educational success. Furthermore ,

he also pointed that due to residential stratification and segregation , the students
belonging to low-income backgrounds usually attend schools with lower funding
levels , and this situation reduced achievements , motivation of the students and
high risk of educational malfunction in future life endeavors’( Escarce ,2003).
Zappala et. al. ( 2002) observed that children comes from those families
having low income make known more subsequent models in terms of learning
outcomes ; low literacy level , low retention rate , problems in school behavior and
more difficulty in their studies and mostly display negative attitude towards studies
and school. According to Earmon ( 2005)”Those students usually come out from
low socio – economic status or area show low performance in studies and obtained
low scores as compared to the other students or their counterparts.”
In the last ten years , the online world has changed dramatically , thanks to
the invention of social media , young men and women now exchange ideas
feelings , personal information , pictures and videos at a truly astonishing rate.
Seventy – three percent of wired American teens now use social media
websites( Oberst , 2010).
In the past years , social media websites have become common; giving
young people a new way to interact with each other and communicate with the
world. Social networking became popular between 2004 and 2006 after Facebook
and MySpace were created Facebook , for example has over 500 million members
and it is still growing and approximately 85% of undergraduate students are
Facebook users( Schneider , 2009)These numbers are expected to grow since

facebook users will continue to grow. And this is not only true for Facebook ,
numbers for YouTube users closely follow as well (University of New Hampshire,
2009).
Social networking websites provide tools by which people can communicate
, share information , and create new relationships. With the popularity of social
networking websites on the rise , our social interaction is affected in multiple ways
as we adapt to our increasingly technological world.The way web users interact
and talk to each other has changed and continues to change. These users now
socialize through the internet and it takes away from the person socialization that
has been around forever. Social networking websites have affected our social
interaction by changing the way we interact face – to – face , how we receive
information nad the dynamics of our social groups and friendhips( Asur et.
al.,2010).
San Miguel ( 2009) , focused on the relationship between time spent on
Facebook and the academic performance of Students. The overall findings ,
indicated” more time on Facebook equals slightly lower grades. In his study , the
average Facebook user had a GPA of 3.0 to 3.5 , while the non-Facebook user
had a GPA of 3.5 – 4.0. Also , the average Facebook user study for 1-5 hours per
week , while the non-Facebook user would study 11-15 hours per week.
Enriquez( 2010) , revealed that students who multi-task between social networking
sites and homework likely to have 20% lower grades than a student who does not
have a social networking sites. He believes that even running a social networking
sites on the background on a student’s PC while studying or doing homework
could lower a student’s grade. He believes that “the problem is that most people
have Facebook or other social networking sites , their e-mails and may be instant
messaging constantly running in the background while they are carrying out their
tasks” Choney ( 2010) , in looking at the time spend on Facebook and its effect on
academic performance said a user of Facebook has an average ‘ GPA of 3.06 ,
while non-users have an average GPA of 3.82”.
Horrigan ( 2009) noted that the internet has become a primary vehicle for
many individuals’ day- to-day activities , with the advent and historic growth of
technologies such as electronic mail(e-mail) , instant messaging , online
newspapers , eBook’s , research databases , weblogs, ecommerce , and social
networking sites and it is an increase rarity for an individual in the US to go even a
day without some sort of interaction using an Internet Technology.
Madden(2011) explained that the internet- based technology that holds
promise for screening in this important population is social networking and more
than 80% of adults aged 18 to 29 visit social networking sites such as Facebook.
The utilization of Facebook has been found to increase user’s sense of personal
belonging among college students and also , this sense of belonging has in and of
itself been positively correlated with academic performance.
Social Networking sites(SNS) covers all about engagement creating
relationships , communicating with one’s readers , building his following and
connecting with his online audience. It has been observed as the practice of
expanding the number of one’s business and/ or social contacts by making
connections through individuals.
Hughes(2009) defines social media as a collection of Internet websites
services, and practices that support collaboration , community building ,
participation , and sharing , these technologies have attracted the interest of
Higher Education faculty members looking for ways to engage and motivate their
students to be more active learners.
Students use social media tools for many purposes such as access to
information , group discussion , resource sharing and entertainment( Wang et. al. ,
2011). This has generated speculation on their use and related positive and
negative implications , in both the short and long terms. As several studies
demonstrate, social media interaction could have positive and negative effects on
students. They can provide flexibility in learning , stimulate innovative ideas and
increase interpersonal relationships among students and instructors. These tools ,
however , can have negative impacts on students as they might distract their
attention from the learning process, reduce their physical social interaction and
make them potentially addictive.
Bagget et. al. (2012) , students agree that social media is a means to
connect between individuals and is used as means to share common interests .
Social media represents useful tools for communication and education, and
provides an opportunity for networking in any profession. With time constraints and
demanding class schedules , social media helps students to multitask because

they do not want to spend time creating multiple individual messages. They
commonly use Facebook , watch television or a video , talk , email friends and
family , and write papers or conduct research all at the same time.
A study by Gitimu et. al, ( 2013) investigating the effect of social media on
self – concept reports that college students either believe that social media
websites affect their self – esteem positively or neither positively or negatively. In
development to childhood , one tries to define his/her identity. A study done by
Pempik et. al(2009) indicates that photos and their rapid dissemination to students’
online profiles reflect the important role played by technology in the development of
youth identity. Gathering feedback from peers and strengthening the bonds of
friendship are also part of the developmental challenges of emerging adulthood.
In a study exploring how students use social media , Wang et. al. ( 2011)
report that most college students spent vast number of hours accessing social
media sites. Ninety percent of students surveyed spent their time on entertainment.
While eighty percent of the sample admitted that they posted or responded while
completing homework , not too many college students preferred using social media
to do their homework. Considering the overall results of collected data analysis ,
there was a negative attitude towards social media when college students used
them. The analysis also indicates that an approach in needed to better balance the
relationship between social media and academic study.
In the study conducted by Al- Sharqi et. al. (2015),Social media has become
pervasive , impacting the social and cultural fabric of our society. It has
revolutionized the way we communicate, interact and socialize. Findings support
they advantages of social media use with Arts students being the heavier users of
social media. It supports the advantages of social media use on student’s social
behavior and not to indicate any obvious disadvantages. Common perceptions to
advantages include the ability to learn about people’s different thinking styles ,
connect to others and communities, improve open-mindedness ; alleviate routines
and boredom. Common concerns include physical inactivity, exposure to negative
ideas and bad company, unproductivity and distraction, introversion , and mental
dullness. These findings can help in providing solutions to mitigate concerns
relating to the use of social media.
Liengpradit et. al.(2014)studies the growing popularity for social network
marketing for product and services. Bangkok, the capital of Thailand , is one of the
cities with most Facebook users in the world. It is interesting to explore how the
impacts of social network affect the behavior of friends in the network , especially
for youths aged between 17-22 years. This age group was selected based on the
frequency of use which has been increasing while the duration of use is less and
the topics of interests are limited to 3-4 topics only. The interactions in the social
network are based mainly on personal interest and then there’s the tendency to
change their behavior and follow their friends’ after receiving their information. For
example, there’s the tendency to follow friends’ movements after seeing what
they’ve been doing on their status , from their uploaded pictures or videos , from
tags and check-ins at restaurants and even from tags or status updates about
movies they are watching.
As could be expected, researchers have begun to put to empirical test these
claims, reaching a more balanced understanding of SNS. Existing research shows
that young people are motivated to join sites to keep strong ties with friends , to
strengthen ties with new acquaintances , and to a lesser degree , to meet new
people online( Acquiti & Gross , 2006)
Attia et. al. ( 2012) .Social networking significantly impacts political as well
as social life on a global scale.(World Bank , 2006) presents the pre requisite
required for behavior and political change and relates user’s social networking
perceptions to attitudes towards change , intention to change , and actual
behavior.
For the past years , social networking has been very popular for people
worldwide. Social networking is a great form of entertainment. It is like going to a
new school , on your first day you have no friends , but as days pass you will meet
new friends. At first you don’t have much interest in your new school but when you
begin to learn and enjoy more about your school , you will be happy to spend much
of your time in school with your friends , teachers and etc.. It is open for all kinds of
people , all ages , and all races. A purpose of social networking is we meet
people , may be people we met before like old classmates or schoolmate or new
people from different races and countries, we just have same interests with.For
teens in this generation, social networking has become sort of an “addiction”. A

teenager has a Facebook account. She opens her account to check new updates .
She spends hours checking new updtates until she realizes she has more
important things to do like school works she has missed doing because of signing
in into a social network service. This is an example of a teen being addicted to
such social networks. To prove social networking can be an addiction ,the
researchers made a survey to test whether social networking could be a hindrance
to a good performance in school. The survey made got answers that yes , some
people are willing to spend ,more time being online on these social network
services than to spend time studying and working up on school works. This is sad
to hear because with all the advantages social networking can give.
On the point of Academic performance or excellence, Tuckman(1975)
posited that , performance is used to label the observable manifestation of
knowledge , skills , concepts , and understanding and ideas. Thereby, performance
is the application of a learning product that at the end of the process provides
mastery. It is the acquisition of particular grades on applying learned knowledge to
particular situations. A student’s success is generally judged on examination
performance. Success on examinations is a crucial indicator that a student has
benefited from a course of study(Wiseman, 1961). In an educational institutions,
success is measured by academic performance or how well a student meets
standards set out by local government and the institution itself. As career
competition grows ever fiercer in the working world , the importance of students
doing well in school has caught the attention of parents , legislators and
government education departments alike. Therefore , when the term “low” is used
with the term “ academic performance”. It is the inability to acquire particular
grades on examinations that indicates the individual’s mastery of the content , and
skills in applying learned knowledge to specific circumstances.
According to recent studies, Facebook has negative effect on the academic
performance. The Britain School study which was about the Facebook and its
effect. Testing was done for a period of three months, the first two months access
to Facebook was denied and the third month access to facebook was allowed. In
this study, it was noticed slight decline of grades , but what is even more important
is lack of concentration and poor knowledge acceptance. The problem does not
only occur in case when students were actually logged on to Facebook and didn’t
pay attention to what teacher’s says. The problem is in the fact that current event
on the Facebook divert them also in the time when they are not connected to it.
The students do not concentrate on their studies because their concentration is
divided into study and Facebook both. The test showed that the use of social
networks in school has a negative impact on grades.(http://ezinearticles.com/?
Facebook-Has-a-Negative-Impact-on-the- Concentration-of-Students&id=5692798)
Similarly, FACEBOOK users may feel socially successful in e-world but they
are more likely to perform poorly in exams, according to new research into the
academic impact of the social networking website. Mostly students spend a lot of
time on these sites during exams instead of on preparation for their exams.The
Karpinski research shows that students who used Facebook had a “ significantly”
lower grade point average- than those who did not use the site. The majority of
students who use Facebook every day are underachieving by as much as an entire
grade compared with those who shun the site. Researchers have discovered how
students who spend their time accumulating friends , gossiping and poking others
on the site may devote as little as one hour a week to their academicwork.
Karpinski says she isn’t surprised by her findings but clarifies that the study does
not suggest that Facebook directly causes lower grades, merely that there’s some
relationship between the two factors .
(http://www.timesonline.co.uk/tol/news/uk/education/article6078321.ece)
Similary , students are a main class of Facebook users who pend long
hours on the social network, which has worried parents and educational authorities
about their academic performance. The students themselves argue that their
presence on Facebook , as a leisure activity , does not hinder their academic
efforts , though some evidence suggests that their grades decline after they joined
Facebook. The results show that students’ presence on and cognitive absorption in
Facebook do not immediately threaten their academic performance but gradually
drops it. A student’s interest in school and his performance goal orientation
represent strong determinants of academic achievement.(Impacts of Facebook
Hedonic Usage on Students’ Academic Achievement).
Similarly , this provides that the social networking sites like Facebook ,
Twitter etc. can play a vital role to increase the engagement of students and
increase the desired grades which can be helpful in future. This study provides the
evidence that students and faculty members were highly related to increase the
learning process through communication and connection. It helps to share the new
ideas between the students and faculty who gives the different suggestions that
how to develop the new ideas. So this study gives the evidence that social
networking sites have the positive effects on students. It helps for active learning ,
co-ordination among students, emphasizing on task and respecting diversity.
(http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010 00387x/full)
Same as mentioned above,a 2011 study found that the social networking
sites effects the students. It seems that only large amount of time spent on
Facebook produce the greatest effect on outcome measures such as GPA and
time spent studying. This study also tell that there is no strong link between
students and study those who use Facebook. Ninety-two percent of students said
that spending at least some time on Facebook. Facebook users in this sample
spent a substantial amount of time on Facebook, tell that by mean of 106 minutes
on the site per day. So 106 minutes spend on Facebook slightly effects on the
students grades. It is definitely a distraction during class but study says it depends
on a person whether how much time spend on the Facebook. Sharing links and
checking to see what friends are up to are positive predictors of GPA’s , the study
found. Checking to what friends are up to may be related to the construct of
student engagement leading to greater academic gains.
(http://www.dailytargum.com/news/facebook-slightly-affects-student-grades-study-
says/article_75cdde4a-11e1-84aa-001a4).
Likewise , It is a way to connect the people not only in the campus but with
friends outside the colleges and universities. Smartphones increase the usage of
social networking sites because in smart phones facebook application are
amended and also Wi-Fi technology. In 2009 27 percent students but in 2010 49
percent students buy the smart phones because they want to online every time. In
that particular topic lot of studies made some study give the evidence that there is
no correlation between the usage of social networking sites and student grades. It
is also uses for the education purpose. Northwestern University recently conducted
the research and their conclusion that SNS no effect on student grades.
(http:///asbbs.org/files/2011/ASBBS2011v1/PDF/S/StollakM.pdf)
Social networking sites are “web-based services that allow individuals to (1)
construct a public or semi-public profile within a bounded system, (2) articulate a
list of other users with whom they share a connection , and (3) view and traverse
their list of connections and those made by others within the system. The nature
and nomenclature of these connections may vary from site to site” ( Ellison et. al ,)
Social studies on human behavior will show that individual behavior is
always impacted by their friend’s behavior both directly and indirecty at different
degrees. This is because people generally like to exchange ideas with others who
think alike in one way or ( Singla et al., 2008). These behaviors explains the
characteristics of the users in the complex network and how there is still a channel
for influence and transfer of ideas within this complexity. For example , in terms of
marketing , it is evident that if an individual sees that many of their friends buy a
certain product it is likely that individual sees that many of their friends buy a
certain product it is likely that individual will decide to buy or use the same product(
McPherson et. al. ,2001). This is especially evident in late adolescence or youths
in the range of 17-22 years. This age group is quite vulnerable because their
intellects are still-in – between, not childish but not yet adults , so emotional
development is more dominant as compared to physical development .
According to Christakis (2009) , Social networks can harbor a flow of
generally undesirable things such as anger and sadness , unhappiness , but good
things also flow like happiness , love , altruism , and valuable information. ‘It is the
spread of the good things that vindicates the whole reason we live our live in
networks,” Chritakis says. “ If I was always violent to you…you would cut the ties to
me and the network would disintegrate. In a deep and fundamental way , networks
are connected to goodness , and goodness is required for networks to emerge and
spread.”
Adolescence is also the crucial stage in which values of maturity to be
introduced. It is a very short segment in one’s life compared to adulthood or
maturity. Yet doing this short period , an adolescent is expected by society ,
especially adults and hopefully by adolescents themselves , to(1) fully develop
his/her self – acquiring full knowledge of one’s growth changes( physical ,
psychological , emotional , social), building self-esteem and confidence , and
maintaining healthy relationships with parents and peers; (2) undergo skill-building
particularly critical and analytical thinking , firm decision- making , leadership; (3)
be fully aware of social , political , economic and cultural issues and have the
corresponding concerns; and (4) be active in community and political
affairs(Understanding Filipino Adolescents: Research Gaps and Challenges,
Josefina V. Cabigon , Ph.D.)
Attitudes is define as” the amount of like or dislike a person has for the
behavior in question and is determined by behavioral beliefs(i.e., beliefs about the
consequences of the behavior) and beliefs evaluation (i.e. , how good or bad each
consequence would be if it happened”( Trafimow et. al., 2010). a person’s attitude
reflects his/her positive or negative evaluation of performing control(Pelling et. al. ,
2009).
Individuals mostly have control over their behavior, that is , the behavior is
voluntary and performed under the individual free will. Of course, an individual can
intend to perform a particular activity but may not realize it because of some
outside conditions( Davies et. al., 2002).However , if there is a strong attitude and
intention toward performing a particular action , actual behavior will occur. A
favorable behavioral intention is more likely to result in a repurchase than in the
case of an unfavorable intention. For example , research results documents that
overall satisfaction has a significant positive impact on purchase intention , and
purchase intention has a significant positive impact on actual repurchase( Akhter ,
2010) suggest that participants” recommendations and advices in online
communities may affect their member” behavior”.

Based on the study conducted by Morallo (2014) on the effects of social
networking sites on students’ academic performance .This study found out that all
students in Lyceum of the Philippines – Laguna have Facebook accounts and were
significantly registered to more than on SNS’s accounts. Statistics showed
significant positive relationship between time spent by students on SNSs and their
academic performance. They use SNSs to interact with their friends and not use
for academic reasons The higher the time spent on SNSs showed the lower is the
time spent on studying. Correlation analysis showed an inverse relationship
between the GPA and the number of SNSs accounts being maintained by the
students , the frequency of SNSs use, since when they have SNSs , length of
SNSs use , and the number of study hours. The results revealed that as these
mentioned variables increases , the GPA also increases ,showing that SNSs had
made a contribution in the attainment of higher grades. However, such
relationships are not significant. Therefore study showed that SNSs usage had no
significant relationship on student academic performance. The improvement in the
grade relies on other factors within the teaching- learning process and thus could
not be attributed to the SNS alone.
The study of Jabr (2011) found that SNSs are making a tremendous effect
nearly in every aspect of life. In fact , it had shifted as a tool for extending
academic learning and communication. SNSs are web-based application that
allows individuals to create profile and share information with friends within the
system. This “SNSs phenomenon” had permeated on the students and became
the latest online avenue for social interaction, as well as academic interaction.
The study of Suhail et. al. (2006) found that excessive usage of social
networking sites causes many psychological, physical, interpersonal , and
educational problems to users. A number of studies have also been conducted to
delineate the impact of social Networking Sites on young generation and students.
Ellison (2007) proposed that young people compete on the basis of their efficiency
regarding the use of Social Networking Sites and the criterion of this competition is
the number of friends one can accumulate using these sites.
The study of Lewis et.al.(2008) found out that the influence of these SNSs
continues to get increasingly more pervasive , making actual and virtual realities
almost indistinguishable. Students are talking about the social networking related
stuffs almost every single day ; thus it would be a surprise if any student never got
involved with Facebook, Twitter or any other SNSs nowadays. Moreover , students
are paying more attention towards these social networking activities rather that
utilizing their time to study which will surely affect their academic performance.
The research of Karpinski (2009) found that SNSs specifically Facebook
usage is negatively correlated with Grade Point Averages (GPAs) of its users. She
observed that the GPAs of non – users is relatively higher than the users of these
sites. Also , the study found that 68 percent of students who used Facebook had a
significant lower GPA than those who did not use the SNSs. But the most
interesting finding was that 79 percent of Facebook users denied having any
adverse impact of this usage on their GPAs. It means that they are not aware of
the fact that networking habits affects their academic performance.
Hence, their academic performance must be managed efficiently without
losing sight of all the factors that can positively or negatively affect their
educational performance. For instance, Facebook has a phenomenal impact in the
amount of influence and increasingly has a large percentage of users in schools. A
study conducted by Quantcast (2007) found out that 46 percent of SNSs users like
Facebook are 18-34 years of age, which actually permeate to current students,
prospective graduate students , and young alumni. On the other hand, 27 percent
are within the range of 12-17 years old, which belong to undergraduates.
The study conducted by Cruz et. al.(2013) found out that when traditional
face-to-face instruction was combined with online components , student’s learning
was enhanced. It also indicates had students had better engagement , and
appreciated both social learning through student- student interaction and student-
teacher interaction enhance their own experiences and improved their learning
ability.
The Philippines long had a terrible reputation for telecommunications, with
Singapore’s Lee Kuan Yew famously saying that in 1992 , “98 percent of the
population are waiting for a telephone , and the other 2 percent for a dial to”.
However , beginning with the administration of Fidel Ramos(1992-1998) and
followed by President Estrada ( 1998-2001) , the telecoms industry was
liberalized ,and phone ownership skyrocketed. While there were more landlines
available , much of the growth was in mobile phones. Soon the Philippines was
texting (SMS) capital of the world – to the point where the practice played a part of
the ouster of President Estrada early in 2001. When the Senate impeachment trial
was suddenly adjourned without verdict, the text message went around “meet at
EDSA.”Crowds gathered in the middle of the night and refused to leave the main
Manila thoroughfare until he left the presidential palace.
Fast forward to the present, and we have Facebook being used by more
than 25 percent of the population – ranking 8 th in the world , while other social
media networks( such as Twitter) are rapidly growing in popularity. In September
2011, The Philippines Trust Index, commissioned by EON The Stakeholder Firm ,
was released . The study revealed that 68 percent of the respondents view online
news sites as the most trusted sources of news and information while 49 percent
trust social networking sites.
These impressive metrics are telling about usage, but more needs to be
done to understand the impact that social media has. A good example was the
exciting initiative by ABS- CBN, “Boto Mo Ipatrol Mo”( patrol your vote) that was
the part of the general introductions of new technology in election coverage. The
network aggressively reached out through advertisements and roadshows to get
people to sign up for the system, and to post their observations and comments.
The effort received per day 500 reports by email , 103 calls , and 3,058 texts
during the electoral campaign. BMPM peaked with 87,419 “Boto Patrollers” in its
database , 125 , 487 fans on Facebook , 23,111 supporters on Twitter , 6 , 960
members on its microsite , and 3, 701 members on Multiply.
The May 2010 automated election was indeed much improved, with lower
levels of violence and being generally accepted as producing honest results. But
any impact of BMPM needs to be assessed in context- for instance, the fact that
there were 76,000 different voting places across the country means that many
observers are needed. The long-established Parish Pastoral Council Responsible
Voting along with its Muslim Partner organizations in Mindanao , mobilized well
over 400,000 volunteer observers who do not only sent in reports but forwarded
copies of election returns so that results could be cross-checked.
The Asia Foundation has long partnered with organizations who try to move
forward through technology, helping to sponsor in May 2005 the first Philippine
Blogging Summit. Five years later, in the rapidly transforming social media
landscape, we supported civil society organizations to leverage this technology to
reach out to the general public – in this case as part of human rights advocacy
work in the Philippines. Learning to exploit the popularity of online social
networking sites to advance their social and political campaigns and to drum-up
public support, human rights – based organizations underwent a training on “Digital
Activism”. This focused on the use of social networking sites( Facebook) ,
blogging(Word Press), micro blogging(Twitter) , web tools and applications
( Google documents) , live streaming , and mobile activism.

With the support of USAID , we conducted the first series of trainings in
June 2010. Out of 37 human rights – based organizations , including
representatives from the Commission on Human Rights , that participated , 30
created their official Twitter account while 16 have official Facebook accounts.
Monthly monitoring of these social media accounts reveal that they continue to be
addictive with an average of one post per week that is human –rights related.
Filipinos use social media- broken down according to its perspective
activities (1) to keep company- 62%, (2) to share new experiences to friends and
followers – 63% , ( 3) to have fun- 65% , (4) to meet new people – 70% , (5) to stay
in touch with friends and family- 74%.
Wave 7 or Wave project (2006)is a social media study , it is natural to take
a look at the devices being used to socialize .The survey notes the rise of
smartphones. For Filipinos, the growth and increased usage of phones for
accessing the Internet has led to an “always on” mentality. This has been reported
by other research firms, which also coincide with the increased Internet usage in
the country. However, it should be noted that even with the increase in social
media activity. Filipinos are still concerned about privacy. 77% amongst them are
still hesitant to share personal information online, which is higher than global
average of 66%.
According to Vince (2014)Research confirms the Philippines is still the
Social Media Capital of the World. Filipinos are using social media platforms 53
hours a week. That’s a whole 11 hours more than the global average of 42 hours..
In the global study called Wave 7. Filipinos are using social media to
primarily connect with their families living overseas. As of this writing, there are
more than 11 million Filipinos living outside the Philippines. Social media has
become a way for them to communicate with their families and friends instead of
using overseas call and text , which are the traditional ways of communication.
Social Media is the Modern world Method of Communication. In the past ,
local Telco’s usually have ongoing overseas call and text promotions which are
actually quite expensive. The Telco usually charged around 50 cents ( which is
roughly 25 pesos) per minute when calling someone abroad. Philippines is the
social media capital. As proof, Makati City takes the most selfies’ than anywhere in
the world. As internet penetration increases in the Philippines, it seems that
Filipinos have grown fond of using apps such as wechat . Line . Skype , and
Facebook Messenger. Line has a free call services. I use Skype to call my friends
abroad. With social media , the barrier to communications between families
separated by countries have diminished , and only the country’s total social activity
increased.
Synthesis of the Related Literature and Studies
The local, and foreign literature and studies here in this research examines
the impact of Social media networking sites on the students’ academic
performance and behavior. It also discussed related factors that may seem affects
their performance on their studies but also to their social behavior in a positive and
negative aspects.
Social Networking sites on education impact caught the attention of both the
educators and practitioners’ attention. The fusion of study and internet sites
opened the doors for positive and negative results. The effect of social networking
on the students study habits results in different ranges. Many studies show
different findings about the students who use of social media networks.
The meaning and value of SNS to youth are seen evidently. SNS provides a
platform for the youth to meet new friends, find old friends and communicate with
existing friends, to express their views that give them the freedom of choice and
expression.
Moreover, there are downsides on SNS. It “changing children’s brains”
making them more self-centered and reducing their attention spans. Internet could
improve brain function and speed up decision – making but at the expense of
empathy and the ability to think in abstract terms..
According to Garcia(2010)Social networking sites and its impact on Filipino Youth “
stressed that students in nowadays tend to be more reliant on gadgets and search
engine even when doing home works. According to his findings, social networking
site has a big impact on our education.48% students tend to be more reliant on
gadgets and search engines when doing homework. 27% Loss of bonding time on
real face to face interaction with family and friends. 20% loss of privacy and
security. 5% suffered from emotional disturbance.
Findings indicated that , when traditional face-to-face instruction was
combined with online components , students’ learning was enhanced. Findings

from his study indicate that students had better experience , better engagement
and appreciated both the social learning experience gave by the online social
network. Results revealed that students through student- student interaction and
student-teacher interaction enhance their own experiences and improve their
learning ability.
Chapter 3
This chapter presents the methodology of the study which includes the
research design, the main tool and the procedure for data gathering, the subject
and the statistical treatment employed.
Research Method Used
The study made use of the descriptive correlational method of research with
the questionnaire as the main instrument for gathering the needed data. According
to Sevilla (2002), this method involves collection of data in order to test the
hypothesis or to answer questions concerning the current status of a subject of the
study. It describes the nature of the situation as it exists and explores the causes
of these particular phenomena. Thus, this method applies to search and prove
hypothetical questions about the social media impact on students’ academic
performance and behavior.

Respondents of the Study
The respondents of this study were three hundred(300) randomly selected
grade 10 students of the three selected big public secondary schools:
Bagumbayan National High School, Upper Bicutan National High school and
Bagumbayan National High School ,Division of Taguig City and Pateros, School
Year 2016– 2017, where the researcher is also teaching.
Population and Sampling Technique
Table 1
Number of Respondents
No. of No. of %
Name of School
Students Respondents
1. Upper Bicutan National 39.22%
900 353
High School
2. Bagumbayan National High 33.64%
859 289
School
3. Signal Village National High 15.37%
1900 292
School
Total 4259 934 88.23%
As shown in Table 1, the researcher selected the three big secondary
schools; Bagumbayan , Upper Bicutan and Signal Village National High school
grade 10 students in the Division of Taguig City and Pateros, school year 2016 –
2017.Respondents were chosen through purposive sampling
Instrumentation
posed in the investigation. Part I consist of information regarding the student –
respondents’ personal background, namely; age, sex, marital status. The
researcher believed that these variables largely contribute to the findings of the
study.
Part II of the questionnaire dealt with the impact of social media to the
students in frequency and time spent on visits on social networking site,the
students’ academic performance and behavior in terms of respect to authorities ,
classmates , and conduct inside the class .It includes also question on what are
the significant effect towards to their academic performance and behavior using
social media. The questionnaire is a four(4) Likert scale of Highly Frequent(HF) ,
Frequent (F) , Sometines(S) , and Never (N). another arbitrary scale used is a four
Likert scale of Strongly Agree(SA) , Agree(A) , Moderately Agree(MA) and
Disagre(D).
A draft of questionnaire was presented to the adviser for corrections and
suggestions. The questionnaire was validated by the poll of experts before the
actual survey was conducted.
Data Gathering Procedure

After the validation of the research questionnaire, the researcher wrote a
letter to the Superintendent of the Division of Taguig City asking permission to
conduct a study. A letter of request was given to the school heads to conduct the
study and administer the questionnaire to the target respondents. Upon approval
of the school head , he started the distribution of the questionnaire to the
respondents and retrieved them after accomplishment. This was done personally
by the researcher to ensure complete retrieval of questionnaires. After the retrieval
of the questionnaires The data were collected, tabulated, analyzed and interpreted.
Data was analyzed using the percentage, Weighted Mean and Correlation
Coefficient for statistical analysis. It is a statistical test applied to sets of categorical
data to evaluate how likely it is that any observed difference between the set arose
by chance. It is also suitable for unpaired data from large samples.
Percentage is used to determine the proportion of some respondents in its
equivalent percent based on the total number of respondents with a formula of
P = X / N ( 100%)
Where:
P – Percentage
N – Total number of respondents
X – Proportion of respondents
The researcher also used the formula of mean to get the arithmetic
average of a set of values , or distribution.
The mean of a series of variables is the arithmetic average of those
numbers. It is determined by summing the numbers , then dividing that sum by the
number of variables(count) included in that sum.
The formula for calculating a mean often appears like this:
X = ∑X / n
Where :
X – Mean
∑X - Scores
N – Number of cases
The researcher also used Correlation Coefficient for statistical
analysis. The quantity r , called the linear correlation coefficient , measures the
strength and direction of a linear relationship between two variables. The linear
correlation coefficient is sometimes referred to as the Pearson product moment
correlation coefficient in honor of its developer Karl Pearson.
The mathematical formula for computing r is : where n is the number of
pairs of data
r = n∑ x y – ( ∑x) ( ∑y)
√n(∑x2 ) – ( ∑x )2 √ n (∑y2 ) – (∑ y )2
The value of r is such that -1≤ r≤ +1. The + and – signs are used for positive
linear correlations and negative linear correlations, respectively.
The responses and values derived from impact of social media on academic
performance and behavior of students were interpreted using the following
arbitrary values.
Social Networking site purpose, frequency and time spent arbitrary values
Range Descriptive Rating
4.00 Very Frequent
3.00 Frequent
2..00 Sometimes
1.00 Never
Academic Performance and Behavior Arbitrary Values
4.00 Strongly Agree
3.00 Agree
2.00 Moderately Agree
1.00 Disagree
Chapter 2
RELATED LITERATURE AND RELATED STUDIES
This chapter presents literature and studies, both foreign and local, which
are relevant to this study, and that the same provide sufficient background to the
present study.
Foreign Literature
Reading has been value in studying from the earliest writings and
subsequent documents, progress throughout the ages down to the complex
uncertain present-how the backward races are suffering many deficiencies and
enduring much hardship which literate people have eliminated. Similarly illiterate
individuals are handicapped because they cannot read adequately the materials
which would refine their lives and improve their work.
Cassareo (2006) reading is an interesting past time or hobby for those who
like it. It broadens one’s knowledge. Letters in the books talk to the reader.
Reading teaches a child many things. It may be good or it may be bad. It should
be guided learning. Furthermore, in the schools, reading as a subject should be
given emphasis for it is the springboard in learning other areas reading in is open
to a lot words for learners. Early childhood cognitive development will not develop
building blocks of language for learners, unless parents know the importance of
good
reading. Learners, whose parents are not aware that reading plays a role in the
child’s development, are not disposed to learn reading. Their opportunities in
learning are limited. Reading to every citizen is a new civil right. A child should be
ready to get a clear understanding of what he sees and reads in order to provide
him a good early experience. Every language and early pre-learning reading
activities contribute to the development of feeling of a child. Absence of this
development will stifle leaning and understanding sounds, letter, and language.
Language in reading is the building block of speech.
For learners learning to read is a challenge to parents and educators.
Parents should give ample time to teach their children in reading no matter how
busy they are. Parents should develop good relationship at their early stage of
learning. Education begins before birth. Thus, the most important word that should
be learned and practiced by a learner is credibility. According to the First Lady of
US President Bush, which was a teacher herself; high quality teachers are needed
in the classroom to guide and teach students to learn. One important aim of
reading is to learn to choose, analyze, and read good materials. There are
teachers who change a student’s life negatively or positively. Subsequently,
teachers should teach a child to be a worthy citizen in thought, in word and indeed.
To make teaching reading more effective, it should be integrated with subjects like
art and music education,
character education, non-formal education and all other subjects’ areas in the
school curriculum.
In short, reading is the right key to spiritual, social, intellectual, esthetical,
mental, moral, and academic success. It is also one of simple way for an individual
to become a worthy, responsible and deed. Teacher should be creative in
integrating reading into more interesting ways that can motivate students to read a
lot.
According to Villamin (2003), reading is a total response, physical, mental
and emotional, that a person makes to printed symbols. It involves one’s attitude
toward and understanding of the material being read. They are concerned with the
fact that the act of reading involves the whole personality; the more or personality
grows the more we like to read.
Reading is really perceptual, although it starts out sensory process, and
includes more than a mere recognition of words. For example, a student takes a
book. His sense of sight reveals the size, shape, and texture which his sense of
touch also confirms. As his eyes go over the print of the book, he sees graphic
which by themselves do not mean anything to him. The words generation gap, for
instance, can be read by anyone who has learned how to spell and read correctly.
However, because reading is actually more than perception of these
symbols because it is more the relating of the graphic symbols to the totality of the
reader’s
personality the words encompass entire sociological and psychological concepts.
Once the word is recognized, the reader brings to them the wealth-or dearth of his
cultural, biological and social inheritance, so that the abstract idea symbolized by
words generation gap being concretize in an argument with one’s father about long
a college boy may grow.
Each reader has his own unique reaction to each word because no two
people are exactly the same cultural, biological and social background. A student
activist may think of generation gap in terms much like the young woman who
couldn’t understand why her mother got so mad when she brought home a grocery
bag filled with “molotobs bombs”. A sociologist may think of it in terms of
differences in social orientation. A teenager react it simply by shrugging his
shoulders- attesting to the fact that there is generation gap. Every reading brings a
specific reaction to every word because reading is actually the bringing of meaning
to, rather than gaining of meaning from printed page.
comprehension, growth and enjoyment, but problems with reading rate can be
addressed through authentic and engaging instructional activities.
Mc Ginnis and Smith (2000) found the interest of the child in learning to
read is first motivated at home. They have reported that the socio-economic level
of the family influenced a learner’s interest and achievement in reading. The
reason as that poor working class parents who have unhappy memories on their
school experiences and many parents from lower socio-economic status who have
devoted most of their time in finding means to support the family have no time to
teach and read books to their children. These findings were supported by another
study on Dart (2002) as cited by Selencio (2007) that investigated the relationship
of parental involvement in school activities and the pupil’s academic performance
and co-curricular performance.
Science Daily issue (2007) found out that boys with difficulty in reading
actually respond better to female teachers, according to a new Canadian study.

Research shows that boys develop higher positive self – perceptions, as readers
when they worked with female research assistants compared to working with male
research assistants.
Coordinated Campaign for Learning Disabilities (2007) made a study that
reading builds visualization, thinking and language abilities. Taking the time to
read with the child can help in evaluating child’s reading skills. If you discover that
the child is having trouble with reading, he or she may have a learning disability.
80% of children with a learning disability have difficulty with basic reading and
language. But early identification of such a disability gives a child the chance to
develop ways to learn how to read effectively, and skills to lead a successful and
productive life. A recent National Institute of Health study showed that 67 percent
of young students at risk for reading difficulties became average or above average
readers after receiving help in the early grades.
Reading programs and appropriate reading interventions are essential in
eradicating reading disability. In connection with this, learning institutions are
primarily involved in the task of reading development. Bock (2000) said that
teachers and school administrators are the best qualified to determine the specific
curricula and lesson plans appropriate to their students’ needs. The NICHD
research has determined, however, that a particular overall approach to teaching
reading offers the greatest chances of success for overcoming reading difficulties.
Algozzine (2003) made a study on effects of read now on adolescents with
reading difficulties. The independent quasi experimental university made a study
and explores the impact of an intensive remedial intervention on reading
performance of student at risk of continuing reading failure. In this research 238
students in grade 6, 7 and 8 with serious reading problems were taught critical
reading skills over a 12 week period using the read now. The interventions aim to
improve reading skills by focusing on the 5 essential components of effective
reading instructions as recommended by National Reading Panel: phonemic
awareness, phonics, fluency, vocabulary and comprehension. Both exposed to
Read Now and equivalent control group were pre and post tested using
standardized measure of reading achievement. Results show that the treatment
experienced greater improvement in attitudes toward reading.
Local Literature
Reading is such a fundamental skill and if you can get the kids enjoys
reading the battle is half won. It is the foundation of academic success and lifelong
learning. But according to research majority of Filipino students do not possess the
ability and motivation to read.
Department of Education (2007) reported that 70% of our nation’s learners
are in capable of reading within their expected level. This is the situation of
reading achievements in the Philippines as evaluated by the Scholastic
Incorporation, the world’s largest distributor of children’s books.
Magalayo (2012) on teaching stated that when one begins to teach children
to read he needs to help them build in reading vocabulary by helping them
understand the origin of spoken language. Furthermore, differentiated poor
readers from good readers. Poor readers tend to make the kinds of substitutions
when they read that they would never make when then they speak. They treat
speaking and listening as meaningful communication processes, although, they
treat reading as a meaningless word calling task or primarily a decoding word
calling process. They are generally deficient in their concept of reading.
Delfin (2011) defined content reading as reading associated with the
learning of subject of the performance of a subject task which makes use of higher
level of comprehension while conceptual readiness as mentioned by Mohan (2005)
must be attained prior to reading. According to him, when done the reader can
apply reading skills for better performance. Furthermore he emphasized five
reasons why kids have trouble in reading textbooks and other content areas, they
are the style which is a lot tougher to follow than the structure of stories, the
vocabulary which is more abstract, the sentence structure that is more elaborated,
the non-narrative paragraph structure that requires a different language schema

and the imagery created by textbook writers which is often lacking and has to be
filled in by the reader.
Villanueva (2010) stated that for readers to become proficient they need to
be taught certain skills in systematic ways and to be given sufficient meaningful
experiences with independent reading books to develop their love for reading. He
added that Scholastic Philippines has been emerging as a leader in educational
technology as it has been working to address the mismatch between reader’s
ability and the level of reading materials students are required to read. The
Assessments and Enrollment Program (AEP) for Reading first determines the
students reading level using the Scholastic Reading Inventory (SRI) a computer-
adaptive comprehension test that uses the Lexile Framework Students are then
marked with appreciate books in the Scholastic Reading Center, a library that
show cases 3,000 titles in various genres from international publishers. Every
second of the day, people read messages form official communication, mass
media and the internet. Through the internet alone which is today’s most popular
form of communication, people can read and interact immediately to e-mails, news
and information websites, other forms of informational/commercial/developmental
websites as well as blog-sites which are interactive journals on all facets of modern
living.
Maglayo (2011) agreed that students may be helped perform well in reading
materials by finding answers for comprehension question from the author’s words,
from between the lines and from their own experiences.

Villanueva and Delos Santos (2008) agreed that reading is a social activity
that engages humans in the world. According to them, it is a purposeful social
communication, as it involves all facets of life from what is private to what is official,
from what is personal to one that is public. The workings of business, industries,
schools, governments, foundations and other international agencies like the APEC
and the United Nations would be stalled without reading as a human activity.
Without reading messages from e-mails, newspapers news, and documentaries,
government documents, agency, plans, international agency and policies would be
missed. Moreover, they said that reading is professional as it is form of
communication done in all the professions and human pursuits including scientific
and technological research and studies. They added that as one graduates, he/she
would want her prospective employees to read his/her job, application paper,
resume and samples of his/her written work. They truly believed that reading is
also a unique activity which one can adopt every day that reading as a skill like
other skills-dancing, writing, acting and sports is something one can continually
improve upon. Countless hours have been spent in these other skills and so one
should not be reluctant to accept the suggestion that reading ability needs
constructive development. Reading as they said can mean the difference between
the amateur and professional, as well as successful career people one wishes to
become.
On the other hand, they started reading as a process of development
involves program for acquiring reading concepts and skills. Based on the
perception that the periods of stages in developing reading skills coincide with the
develop-mental stages of individual growth. Progress in reading happens gradually
and progressively.
Other ideas contributed by reading experts, are stages of individual
development in reading, which are interrelated, each stage being a preparation for
the next, development proceeds sequentially in an upward movement starting with
the simplest to increasing level of complexity, there are level of difficulties in
reading skills acquisition and development influenced by one’s personal
maturation, social demands, values and inspirations.
Alcantara (2006) the No Read, No Pass Move Policy of DepEd is a stringent
measure to upgrade the quality of instruction in our country. For this reason,
greater responsibility has been placed on teachers to develop all pupils to become
good readers in their respective grade level at the end of the school year.
Fernandez (2006) pointed out to support the “No Read, No Move policy the
Piano Method which is very effective for the children to understand especially the
non-readers. He said that if the teachers can introduce this method to non-
readers, there will be no more non-readers in our country in addition he said that
this would be of great help to teachers, as long as the teachers make a huge
sacrifice in teaching the non-readers. According to him memorizing the syllables is

good, especially if the teacher let the pupils count the syllables with their fingers
then they can already read the word but it will take time.
Romero, et al. (2005) said that, in higher level of comprehension, the reader
stops to consider the facts carefully. It is not necessary to read fast because rapid
reading of the main ideas might lead to false conclusion. This is the kind of
reading used on periodicals, books, and advertising materials which are loaded
with propaganda.
Plegas (2004) summarized the five generalizations on reading. According to
him, reading is a constructive process where the written material is interpreted
differently by different readers according to the store of knowledge that each
brings to the reading of the text , reading must be fluent where a person must be
able to identify and pronounce the word quickly and accurately, reading must be
strategic where the skilled readers reads for different purposes and alters or
manipulates his reading-thinking skills according to the purpose of material being
read, taking connective action when comprehension does not occur, reading
requires motivation where the teachers provides a proper and effective setting to
motivate pupils to read. It involves management skills, high expectation,
appropriate grouping, quality direct instruction and nonthreatening classroom
environment and reading is a continuous development of skills to be improved

through practice. The process begins with a person’s earliest exposure to text and
a literate culture and continues throughout life.
Madali (2001) asserted that the main goal of reading instruction is to
develop students who can read, comprehend written language and think reading is
fun.
Research shows that those goals can be best achieved through literature from
based reading instruction. Before six months, it does not matter much what is read
as long as the child gets accustomed to the rhythmic sounds of the parents reading
voice.
Valle (2003) Stated that there are four levels of reading, independent level
in this level the learners needs no help in reading materials. One’s understood the
ideas presented. He pronounces accurately 99% of the words passage. There are
no signs of poor reading habits or tension such as finger pointing, frowning, or lip
movement in silent reading. The reader is fun to enjoy the story content or reflect
and evaluate as his purpose dictates.
Dependent level in these level learners is challenged by new ideas and
unfamiliar words but meet these challenges effective with only moderate help.
Understanding of ideas of presented satisfactorily-75% when measured by factual

inferential questions. He has difficulty pronouncing no more one word in twenty
running words. He shows no signs of interfering tension or poor reading habits.
Frustration level earners has difficulty coping reading task. One’s
understanding of the ideas is limited. He is not pronouncing 10% or range of
words. Signs of tentative and faulty reading habits are inherent. Rate of silent
reading is poor. One’s moves his lips and may do whisper. Oral reading is
characterized by word-by-word reading or poor phrasing. One’s make
meaningless, word substitutions, repeat words, insert and words, or omit words.
Capacity level in this level the learners understands materials read to on this
level. He pronounces the words accurately and uses the words precisely in
describing facts. Learners are able to supply permanent information from his
existence. This gives measures of level which he can hope to comprehensive
level.
Mendoza (2001) Identified and described readers in four levels which are
independent, instructional, frustration and capacity level in the independent level
the reader can understand 90% of materials, therefore needs no supervision.
However, the second level is a typical classroom setting where 75% of the
materials are understood and 95% of the words are correctly recognized while in
the frustration level 50% of the materials are understood and the capacity level is
60%-75% comprehension. Relative to this, Paloma (2000), reading comprehension
has five levels namely literal, interpretation, critical thinking, creative reading and
appreciation.
Literal comprehension is where questions in this level call for answers that
simply repeat word for word what are found in the book. The reader’s attention is
focused on explicitly stated sets of ideas and information in the selection. It
therefore involves the skills of recognizing and recalling what has been read.
Interpretation requires more than literal comprehension since it includes the
ability to supply meanings not directly stated in the text. Furthermore the reader
consolidates the different sets of the ideas and information into a network of
relationships. It also makes the reader associate the printed ideas with his
personal experiences, real or vicarious and make a generalization as a result of
this association.
Critical thinking is concerned with the skill of evaluation where the reader
passes personal judgment on the quality, value, the accuracy and the truthfulness
of what is read.
Creative reading is where reading makes the individual creative. It is
through this fourth ladder of comprehension that he applies to his life what he has
learned from the selection. Creative readings possess questions that will make the
individual go out of his own beyond the author’s text to seek out.
Appreciation is where the reader’s emotional and aesthetic sensitivity to the
selection is realized. Having gone through all the first levels of comprehension, he,
by virtue also of his own creativity and personality, now reacts to the psychological
and artistic worth of the selection.
In line with this, The Department of Education launched several reading
programs and projects like the Every Child a Reader Program (ECARP) and
National Read-A Thon Project nationwide which aimed to encourage all children in
Grade I-VI to read at least three books a year through the conduct of the
nationwide reading marathon, generate public awareness and support to ECARP,
develop love for
reading among the elementary pupils and foster a culture of reading in all reading
in all schools and communities.
Local Studies
Reading is necessary for the enrichment of living in our society. Through
reading, civilization has improved its perspective because individuals have been
able to learn about people of ancient time and of succeeding eras, how they lived,
how they worked and how they struggled to solved problems of environment,
hunger, disease, inadequate, shelter and faulty communications.
Russel (2007) in his study discovered and analyzed the reading ability
Grade 5 pupils in the 11 schools in Rizal District, Zamboanga del Norte, during the
school year 2006-2007. Thirteen classes with an enrollment of 307 pupils together
with 117 teachers were involved in the study. The researcher made use of the
achievement test, questionnaire, interview and observation to gather the needed
data. Based on the findings of the study, it was found that the pupils had not
adequately developed all the reading skills tested because they did not come up
with the standard. The skills they had mastered most were classification and
organization which was only 52%. This was followed by paragraph meaning, 49%;
phrase and sentence meaning, 44%, drawing conclusion, 41%; following
directions, 39%; using the table of contents , 38%; graph and map reading; 37%;
noting emotions, 33%; and noting sequence of events, 21%.
Isaac (2010) conducted his study on the Grade 4 pupils in 18 public
elementary schools in Bato District during the school year 2009-2010 were his
subject. Six hundred four Grade 4 pupils in the center and barrio schools were
involved in the investigations attempt to discover and analyze the reading
comprehension difficulties. A set of test questions on the reading comprehension
skills were constructed and administered to the Grade 4 classes.
After a careful analysis of the findings, the investigator found out that not all
schools in the survey met similar types of reading difficulty. The reading skills
which were satisfactorily developed by the Grade 4 pupils were distinguishing
between possible and impossible, distinguishing between fact and opinion and
getting the meaning of a paragraph. However, four types of reading skills were
unsatisfactorily developed namely: noting details, getting the main idea,

sequencing of events and using synonyms. The reading difficulties were due to
lack of textbooks, poor instructional materials in reading and unsatisfactory
facilities in reading.
Crispin (2008) conducted a study on the reading comprehension of grade
six pupils of Bagong Silang Elementary School in Metro Manila during the school
year 2007-2008. Out of the 245 pupils in seven sections, 120 pupils were selected
through random sampling. It was the main problem of the study to identify the
reading comprehension levels of the 100 grade six pupils through the
administration of the Gilmore Reading Materials.
From the study, the following conclusions were offered, the reading
comprehension levels of the grade six pupils were not up to the standard of the
levels for grade six. There were pupils who had difficulty in reading
comprehension who needed help to improve if the needed assistance was given
and if teachers can construct remedial instructional materials to remove whatever
difficulty in reading they identified among the children. The remedial instruction
was effective in minimizing the reading difficulties to a great extent, special class
for the poor readers under a special teacher who should organize and poor reader
should be classified according to their reading level.
Ireneo (2006) conducted a study on Reading Performance and
Achievement Level of Grade 6 pupils in San Pascual, Masbate. The findings
conducted that the achievement of the Grade 6 pupils from four selected schools in
San Pascual District was satisfactory and the reading performance level was
satisfactory. Hence, there was a significant relationship between the reading
performance and achievement level in the schools.
As aptly described by the Department of Education, the Philippine Informal
Reading Inventory (PHIL-IRI) is an assessment tool that evaluates the reading
proficiency level of elementary school pupils. Its emphasis is on learning the skills,
abilities and needs of pupils to plan the reading instruction. Thus, this tool provides
educators, policy makers and teachers not only with information about the pupils
reading abilities and what appropriate interventions may be provided for each
reading level.
Clavero (2006) stated that literacy development begins when children’s first
experiences with print in the home and continues through preschool and the first
few years of formal schooling. This research laid the groundwork for the emergent
literacy perspective of how children learn to read and write.
The study of Chard (2004) repeated reading offer students an opportunity
to read and reread the same text multiple times helps the students develop their
ability to read and they will became a good reader. They will also learn lots of
words and raise their vocabulary level.
Anderson (2002) that reading is a complex process. Reading is essential
tool in learning. When children do not know how to read until they will become an
adult, the people around them might abuse their weaknesses. Like for instance, a
person who has a land property but do not know how to read the people around
him might use the chance to fool him.

Kruse (2008) that vocabulary is a prime importance in reading. If a child
cannot understand the texts they read, they are just calling the words. Children
should understand of what they are reading. Because if children cannot
comprehend of what they are reading is like the children don’t know how to read.
The study of Mc Ginnis & Smith (2000) the interest of the child in learning to
read is first motivated at home. We all know that the first teacher at home of the
child is the mother. Once their family didn’t concern the child’s, there a possible
that the child will not also interested to learn.
Juliana (2006) conducted a study which determines the oral reading
performance of Grade IV, V and VI pupils of Itogon District School 2005-2006. He
adopted the descriptive method of the ex-post facto research design.
Documentary analysis was made from the results of the Philippine Informal
Reading Inventory (Phil-IRI) administered the 1774 pupils composed the sample of
the study. Results of the pre-test revealed that pupils were on the frustration level
while their post-test increased to instructional level.
Synthesis
Considering that most of the reviewed related literature and studies are of
recent vintage, they help much the researcher in the conceptualization of the
research problem in data gathering and in the use of the appropriate research
method and statistical treatment.
What makes the present research different from the reviewed literature and
studies is the researchers’ objective of assessing teaching strategies to improve

reading comprehension skills. Unfortunately no known studies about assessing
teaching strategies have been done before, which the present study wishes to find
out even in limited scale.
Maglayo (2011) agreed that students may be helped perform well in reading
materials by finding answers for comprehension question from the author’s words,
from between the lines and from their own experiences.
De Arao (2009) stated that, reading is the process of understanding written
language. It begins with pattern or the retina and ends with a definite idea about
the authors’ message. A skilled reader must be able to make use of sensory,
syntactic, semantic, and pragmatic information to accomplish his task. This
various source of information interact in many complex ways during the process of
reading. Reading involves not only the skills of word recognition such as the use
of configuration contextual clues, and word analysis, which includes phonics as
one of the basic means of word attack but also comprehension library, word study
and appreciation skills.
Madali (2001) asserted that the main goal of reading instruction is to
develop students who can read, comprehend written language and think reading is
fun. Research shows that those goals can be best achieved through literature from
based reading instruction. Before six months, it does not matter much what is read
as long as the child gets accustomed to the rhythmic sounds of the parents reading
voice.
Elkin (2003) stressed that ability to read is very important to the society for it is in
this ability where harmony in interaction with others could bring pleasure and
enjoyment to every person of all ages. Child psychologists as stressed by Ruzzel,
suggest that it is important to raise the reading interest of children because
children are most likely to read with comprehension those materials which deal
with topics of interest to them. Studies revealed that some pupils are able to read
stories at a level of reading difficulty beyond their normal abilities or the subject of it
is one which they are vitally interested.
Brigaman (2002) emphasized that there is a need for effective teachers and
learning environment in teaching reading. The school climate should be supportive
of the program and the learning environment customized. There is also a need for
systematic student assessment, staff development, and home and parent
improvement.
Chapter 3
This chapter presents the methodology of the study which includes the
research design, the main tool and the procedure for data gathering, the subject
and the statistical treatment employed.
Research Method Used
The study made use of the descriptive correlational method of research with
the questionnaire as the main instrument for gathering the needed data. According
to Sevilla (2012), this method involves collection of data in order to test the
hypothesis or to answer questions concerning the current status of a subject of the
study. It describes the nature of the situation as it exists and explores the causes
of these particular phenomena. Thus, this method is deemed appropriate for this
as it deals with the existing values of public elementary school teachers.
Respondents of the Study
The respondents of this study involved the teachers at Ususan Elementary
School, Division of Taguig City and Pateros, District of Taguig I School Year 2014
– 2015, where the researcher is also teaching.

Population and Sampling Technique
Table 1
Number of Respondents
No. of No. of
Grade
Teachers Respondents
1. Kindergarten 5 0
1.Grade I 7 7
2.Grade II 7 7
3.Grade III 8 8
4.Grade IV 7 7
5.Grade V 10 10
6.Grade VI 11 11
Total 55 50
As shown in Table 1, the researcher involved fifty (50) teacher–respondents
who were actually teaching in Ususan Elementary School, Division of Taguig City
and Pateros, District of Taguig I school year 2014 – 2015. Fifty (50) respondents
were chosen through purposive sampling. Table 1 shows the distribution of teacher
– respondents of school. Ususan Elementary School has 55 teachers as of S.Y.
2014-2015. Of the 55 teachers, 50 were taken as respondents of this study as
included.
Instrumentation
posed in the investigation. Part I consists of information regarding the teacher –

respondents personal and professional background, namely; age, sex, marital
status, educational attainment and teaching experience. The researcher believed
that these variables largely contribute to the findings of the study.
Part II of the questionnaire dealt with the level of effectiveness of the
instructional intervention of the teacher which were described in terms of
objectives, activities undertaken, strategies, difficulties met the pupils as observed
by the teachers and common problems encountered by teachers.
Data Gathering Procedure
Permission was secured from the School Division Superintendent of Taguig
and Pateros with the proper endorsement of the Dean of the Graduate, Taguig City
University, and Taguig City. With the approval of the proper authorities, copies of
questionnaire are distribute and retrieve to the larger respondents, the public
elementary school teachers of Ususan Elementary School. This is done through
the assistance extend by the school administrators. Thus, a one hundred percent
(100%) retrieval rate is achieve.

In the treatment of data concerning the teachers’ personal and professional
profile, the frequency distribution was computed. In describing the teachers’ profile,
the weighted mean is employed using the formula.
WM = EWV
N
Where:
WM = Weighted Mean
WV = Weighted Value
N = Number of cases
E = Summation of
Chi Square was utilized to test the significant difference of the respondents
when grouped according to profile.

The weighted value assigned to the different dimensions of work values of
the teacher – respondents were patterned after Likert Scaling as presented by
Best (1981) with the concept of boundary of numerals as follows:
Range Descriptive Rating
4.20 – 5.00 Very Highly Effective
3.40 – 4.19 Highly Effective
2.60 – 3.39 Effective
1.80 – 2.59 Moderately Effective
1.00 – 1.79 Not Effective
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents tables and interpretation of the data. There were
analyses that supported and added substance to the results and discussions.
Related literature and studies were also part of the argument.
Profile of the Teacher- Respondents
Table 2
Distribution of Respondents in terms of Age
Category Description Frequency Percent
25 – 35 Young 21 42
36 – 46 Middle 20 40
47 and above Mature 9 18
Total 50 100
Table 2 provides the profile of the respondents in terms of age. As revealed,
the younger respondents are the dominating numbers, with 21 or 42 percent,
however the middle age is not far behind as it reflects a frequency of 20 or 40
percent. The 47 and above years old has the lowest frequency with only 9 or 18
percent of the total of 50 respondents. Young teachers as believed to be active
and participative in all activities that will improve their teaching strategies and can
develop their professional attributes.
Table 3
Distribution of Respondents in terms of Gender
Category Frequency Percent
Male 6 12.0
Female 44 88.0
Total 50 100.0
Table 3 reflects the profile of the respondents with respect to their gender. A
large number of 44 or 88 percent confirms that more teachers are in the teaching
profession. Only 6 of the total 50 respondents are male, this indicates that as
expected, the majority belongs to the female participants of the study. Research
shows (Canadian study) as revealed by Science Daily Issue (2007), that boys
develop higher positive self-perceptions as readers when they worked with female
research assistants compared to working with male assistants. They also found out
that boys with difficulty in reading actually respond better to female teachers.
Table 4
Distribution of Respondents in terms of Civil Status
Single 7 14.0
Married 40 80.0
Widowed 3 6.0
Total 50 100.0
It could be gleaned from Table 4 that the profile of the respondents in terms
of civil status is categorized into three. The dominating number of 40 or 80 percent
belongs to the married respondents. There are 7 or 14 percent who are single,
while the widowed are only 3.
Table 5
Distribution of Respondents in terms of Length of Service

1 - 5 years 18 36.0
6 - 10 years 13 26.0
11 - 15 years 8 16.0
16 - 20 years 4 8.0
21 years and above 7 14.0
Total 50 100.0
Table 5 shows the profile of the respondents with regard their length of
service. The highest number belongs to those who rendered from 1 to 5 years;
there are 18 or 36 percent. Those teaching experience ranges from 6 to 10 years
are the second highest in terms of frequency, with 13 or 26 percent of the total 50
respondents. There are 8 who have the experience from 11 to 15, 7 are those who
are teaching for more than 20 years, and only 4 are teaching from 16 to 20 years.
The experience of teachers plays a vital role. Teachers can improve their craft as
they render their years in teaching.
Table 6
Distribution of Respondents in terms of Educational Attainment
Category Frequency Percentage
M.A. with Doctoral Units 2 4.0

with M.A. Degree 7 14.0
Bachelor Degree with
9 18.0
M.A. Units
Bachelor Degree 32 64.0
Total 50 100.0
Table 6 reflects the educational background of the respondents. As shown,
a huge number of 32 belong to the Bachelor’s degree; this is 64 percent of the
entire number of 50. There are 9 enrolled or with MA units and 7 with degree. Only
2 of the respondents are enrolled or with Doctoral units. High quality teachers are
needed in the classroom, thus they must be equipped and should not stop from
acquiring new knowledge. According to the First Lady of US President Bush, who
was a teacher herself, there are teachers who change a student’s life negatively or
positively. Subsequently, teachers should teach a child to be worthy citizen in
thought, in word and indeed.

1.Social media
networks
 Purpose
and
Frequen
cy of
visit
 TimeTALAONGA NATIONAL HIGH SCHOOL 1
spent
Perception of dailythe Respondents on the Level of Effectiveness of the
Instructional
2. BehaviorIntervention
of of the Teacher to Upgrade Pupils’ Reading
Comprehension
students Skills
 Respect
to Table 7
The Level ofauthorit
Effectiveness of the Instructional Intervention of the Teacher to
Upgrade iesPupils’ Reading Comprehension Skills in Terms of Objective
 GeneralIndicator Mean VI
conduct
1. Make every child a reader
in the 4.49 Very Highly Effective
2. Developclassroo
among pupils spirit of 4.18 Highly
camaraderie m and leadership Effective
 Attitude
3. Enhance pupil’s critical thinking skills 4.14 Highly Effective
s
4. Review the SAS reading program
towards 4.50 Very highly Effective
5. Intensify classma
remedial reading classes 4.24 Very highly Effective
tes
Average 4.31 Very highly Effective
Legend: Scale Verbal Interpretation
Table 7 reflects the perception of respondents on the teacher related
variables affecting the instructional intervention to upgrade pupils reading
comprehension in terms of objective. As shown, the highest mean of 4.50 marked
as very highly effective is the strategy on reviewing the SAS reading program.
Another major concern is to make every child a reader, this can be seen on its
mean of 4.49 which is the second highest and was interpreted to be very highly
effective. It could be marked that enhance the pupil’s critical thinking skills is the
lowest, 4.14 interpreted as highly effective. The result is somehow attesting the
study of Blaire, Rupley and Nichols (2008), when they stressed that teacher must
be knowledgeable about many approaches and strategies so that they can match
approaches and teaching strategies to the needs of the students.
Table 8
Teacher-Related Variables Affecting the Instructional Intervention to
Upgrade Pupils’ Reading Comprehension Skills in terms of Activities
Undertaken
Item Mean VI
1. Conduct remedial classes for the 4.46
slow readers and non-readers Very highly Effective
2. Assess pupils reading ability through 4.34
on the spot oral reading test Very highly Effective
3. Make a remedial feeding program 4.46
with free snacks Very highly Effective
4. Conduct reorientation on SAS 4.19 Highly Effective
5. Launch a reading program that will 4.28
make every learner Read, Enjoy and Very highly Effective
Act
Table 8 provides the teacher related variables affecting the instructional
intervention to upgrade pupils reading comprehension in terms of activities
undertaken. It could be figured out that the respondents conduct remedial classes
for the slow readers and non-readers, and make a remedial feeding program with
free snacks; this was shown on the highest mean of 4.46 marked as very highly
effective. They also conduct reorientation on SAS, however this is the lowest
mean, 4.19 rated as highly effective. Nevertheless, the activities undertaken by the
English teachers are very highly effective based on the average of 4.35. In
connection with the result, Bock (2000) said that reading programs and appropriate
reading interventions are essential in eradicating reading disability. Learning
institutions are primarily involved in the task of reading development. Teachers and
administrators are the best qualified to determine the specific curricula and lesson
plans appropriate to their students’ need.
Table 9
Teacher-Related Variables Affecting the Instructional Intervention to Upgrade
Pupils’ Reading Comprehension Skills in terms of Strategies
Item Mean VI
1. Expose pupils to stories and other
reading materials that will enhance
4.18 Highly Effective
their reading comprehension and high
order thinking skills
2. Use of story books to learn answer
Yes or No Question and Why- 4.26 Very highly Effective
questions
3. Use of strip of basic sentences to
4.35 Very highly Effective
increase their reading skills
4. Use writing activities to enhance the
4.18 Highly Effective
reading program
5. Use of instructional strategies that
are compatible with students’ learning 4.17 Highly Effective
style
Table 9 illustrates the teacher related variables affecting the instructional
intervention to upgrade pupils reading comprehension in terms of strategies. As
publicized, the strategies are very highly effective this can be seen from the
average of 4.23.The use of strip of basic sentences to increase their reading skills
was agreed to be the highest among other strategies/indicators, 4.35 marked as
very highly effective. The use of story books to learn answer Yes or No Question
and Why-questions could also be noteworthy with the mean of 4.23 rated as very
highly effective. However, the uses of instructional strategies that are compatible
with students’ learning style are the lowest as perceived by the respondents, 4.17
or highly effective. In congruent with the study of Villanueva (2010), he stated that
for readers to become proficient they need to be taught certain skills in systematic
ways and to be given sufficient meaningful experiences with independent reading
books to develop their love for reading. Fernandez (2005) also pointed out that if
the teachers can introduce the method of “No Read, No Move” policy, there will be
no more non-readers in our country.

Relationship between the perception of the respondents on the Level of

Effectiveness of the Teachers’ Instructional Intervention and their Profile
Table 10
Relationship between the Level of Effectiveness of the Instructional
Intervention in Terms of the Respondents’ Age
Chi-square
Category p – value Decision Remarks
value
Objective 42.033 0.749 Accept Ho Not significant
Activities
52. 937 0.325 Accept Ho Not significant
Undertaken
Strategies 36.195 0.413 Accept Ho Not significant
Table 10 infers the significant relationship between the levels of
effectiveness of the instructional intervention in terms of the respondents’ age. It
could be gleaned that the Chi-square value with regard the objective, is 42.033
with p-value of 0.749. In terms activities undertaken the result is 52.937 with p-
value of 0.325. While the strategies result is 36.195 and with p-value of 0.413.
Thus all the indicators are not significantly related with the respondents’ age.
Table 11
Intervention in Terms of the Respondents’ Gender
Chi-square
value
Activities
8.228 0.313 Accept Ho Not significant
Undertaken
Table 11 provides the significant relationship between the level of
effectiveness of the instructional intervention in terms of the respondents’ gender.
As reflected, the Chi-square value of 10.919 with p-value of 0.142 belongs to the
objectives versus gender. On the other hand, activities undertaken when compared
to gender resulted to 8.228 with p-value of 0.313. Lastly, in terms of strategies, the
result is 3.215 with p-value of 0.667. The result validated that the null hypothesis is
accepted. The level of effectiveness and the respondents’ gender are not
significant.
Table 12
Intervention in Terms of the Respondents’ Civil Status
Chi-square
value
Objective 26.415 0.023 Reject Ho Significant
Activities
27.255 0.018 Reject Ho Significant
Undertaken
Strategies 19.632 0.033 Reject Ho Significant
It could be gleaned from table 12 the significant relationship between level
of effectiveness of the instructional intervention in terms of the respondents’ civil
status. As shown, the objective’s Chi-square value is 26.415 with p-value of 0.02
which is less than 0.05 level of significance, thus the null hypothesis is rejected. It
is also pointed out that activities undertaken has the Chi-square of 27.255 with p-
value of 0.018, also less than the level of significance, still the null hypothesis is
rejected. On the other hand, the strategies inferred that the Chi-square value of
19.632 with p-value of 0.033 resulted to reject the null hypothesis. This may further
revealed that the civil status of the respondents has something to do with their
perception.
Table 13
Intervention in Terms of the Respondents’ Length of Service
Chi-square
value
Activities
Undertaken
Table 13 provides the significant relationship between the level of
effectiveness of the instructional intervention in terms of years of length of service.
As shown, objectives’ computed Chi-square is 25.157 with p-value of 0.619,
activities undertaken is 29.559 with p-value of 0.385, and strategies is 22.101 with
p-value of 0.335. Based on this stated values, the null hypothesis is accepted. It
may further confirm that there is no significant relationship between the profile
variables in terms of years of teaching and the respondents’ perception.
Table 14
intervention in terms of the Respondents’ Educational Attainment
Chi-square
value
Activities
Undertaken
Table 14 infers the significant relationship between the levels of
effectiveness of the instructional intervention in terms of the respondents’
educational background. It could be gleaned that the Chi-square value with regard
the objective, is 25.621 with p-value of 0.221. In terms activities undertaken the
result is 26.322 with p-value of 0.194. While the strategies result is 14.074 and with
p-value of 0.520. Thus all the indicators are not significantly related with the
respondents’ educational background.

Difficulties Met by the Pupils as Observed by the Teachers in Upgrading the

Reading Comprehension
Table 15
The Difficulties Met by the Pupils as Observed by the Teachers in Upgrading
the Reading Comprehension
Item Frequency Rank
1. Lack of interest in learning a
18 9
second language
2. Difficulty in comprehension 28 6
3. Lack of confidence in expressing
28 6
their thoughts in English
4. Lack the necessary basic skills
23 8
such as spelling
5. Irregular class attendance 31 4
6. Poor score in achievement test 11 10
7. Pupils have difficulty in word
recognition 35 3
8. Pupils have difficulty in vocabulary
development 44 1
9. Pupils cannot comprehend in
silent reading lesson 28 6
10. Pupils have poor reading
comprehension 40 2
Table 15 enumerates the difficulties met by the pupils as perceive by the
teachers in upgrading the reading comprehensions. For most of the respondents,
pupils have difficulty in vocabulary development being rated as the first and highest
frequency of 44. The pupils have poor reading comprehension this was revealed to
be the second highest, while difficulty in comprehension, lack of confidence in

expressing their thoughts in English, and pupils cannot comprehend in silent
reading lesson have the same rank of 6. Poor score in achievement test is the last
in the rank, having the lowest mean of 4.16. In parallel to the article of the
Department of Education (2007), it was reported that 70 percent of our nation’s
learners are capable of reading within their expected level. This is the situation of
reading achievements in the Philippines as evaluated by the Scholastic
Incorporation, the world’s largest distributor of children’s books.
Similarly, another factor that is perceived to be a hindrance in the
development of reading skills is the reading rate, Rasinki (2003). He viewed in his
study that many were referred for slow, laborious reading. Slow reading leads to
less reading overall, and less reading leads to less growth.

Perception of the Respondents on Common Problems of English Teachers in

Assisting the Reading Comprehension Skills of the Pupils
Table 16
Perception of the Respondents on Common Problems of English Teachers
in Assisting the Reading Comprehension Skills of the Pupils
Item Frequency Rank
1. Subject matter content is not within
38 1
the pupils abilities an experience
2. Difficulty in selecting subject matter
32 2
that will suit the objective
3. Inability to decide on the appropriate
methods or strategies to suit the 25 3
subject matter
4. Lack of skills in writing enrichment
22 4
materials
5. Lack of skills in constructing
17 5
evaluative instruments
6. Inability to analyze and interpret
9 8
evaluative results
7. Difficulty in understanding pupils
different backgrounds, experiences 12 6.5
and motivations
8. Difficulty in providing wide range of
12 6.5
communicative activities
9. Inadequate background in second
6 9
language teaching
10. Lack of skill to provide 2 10
Table 16 itemizes the common problems of English teachers in assisting the
reading comprehension skills of the pupils. As stipulated, rank 1 among the other
common problems is subject matter content which is not within the pupils’ abilities
and experiences. The difficulty in selecting subject matter that will suit the
objective was ranked as the second common problem, followed by inability to
decide on the appropriate methods or strategies to suit the subject matter. This
revelation is similar to the findings of Cruz (2008), where he found out those Grade
3 pupils manifested a low performance in reading comprehension and recognition.
The same with the study conducted by Crispin (2008), where he concluded that
comprehension levels of the grade six pupils were not up to the standard of the
level for grade six.
Proposed Reading Program Enhancement
A Model Plan for Reading Program Enhancement
Purpose
The Model Plan for Reading Program Enhancement is meant to serve as a
model for Ususan Elementary School. The curricular goals are based on the
Standards in Language Arts relating to reading. The Model Plan for Reading
Intervention and Development has been designed to meet the cognitive needs of
elementary pupils whose reading performance ranges from those significantly
below expectation through those reading at or above grade level.
The reading needs of the population of pupils in need of intervention are so
significant that additional support above and beyond reading in language arts and
other content areas is necessary. Students reading at or above grade level will
also benefit from explicit reading instruction at a developmental level. Reading
intervention instruction requires delivery by English reading teachers during a

specified daily reading class period. Class Developmental reading instruction may
be delivered through content area courses.
In the process of developing these programs, it is important to investigate
research relating to motivation. It is important to provide choice in reading, provide
print sources that are at students independent reading levels, provide opportunities
to read independently, and provide opportunities to respond and react to text orally
and/or in writing.
Reading Program Enhancement
There are Five Components of Reading Instruction will be taken for the
program namely:
Phonemic Awareness: Evidence shows that teaching children to manipulate the
sounds in language (phonemes) helps they learn to read. This remains true under
a variety of teaching conditions and with a variety of learners across a range of
grade and age levels. Phonemic Awareness training led to improvement in
students' phonemic awareness, reading, and spelling.
Phonics: Phonics instruction is a way of teaching reading that stresses learning
how letters correspond to sounds and how to use this knowledge in reading and
spelling. Phonics instruction can be provided systematically. Systematic phonics
instruction occurs when children receive explicit, systematic instruction in a set of

pre-specified associations between letters and sounds. Children are taught how to
use these associations to read, typically in texts containing controlled vocabulary.
Fluency: Reading fluency is one of several critical factors necessary for reading
comprehension, but is often neglected in the classroom. If children read aloud with
speed, accuracy, and proper expression, they are more likely to comprehend and
remember the material than if they read with difficulty and in an inefficient way.
Two instructional approaches have typically been used to teach reading fluency.
One, guided repeated oral reading, encourages students to read passages aloud
with systematic and explicit guidance and feedback from their teacher. The other,
independent silent reading encourages students to read silently on their own,
inside and outside the classroom, with little guidance or feedback from their
teachers.
Vocabulary: Vocabulary development has long been considered important for
reading comprehension. The panel concluded that vocabulary should be taught
both directly and indirectly. Repetition and seeing vocabulary words several times
is also important. Learning in rich contexts, incidental learning, and the use of
computer technology all help children develop larger vocabularies. A combination
of methods, rather than a single teaching method, leads to the best learning.
Comprehension: Reading comprehension is very important to the development of
children's reading skills and their ability to obtain an education. Reading
comprehension is a complex cognitive process that cannot be understood without
a clear description of the role that vocabulary development and vocabulary

instruction play in the understanding of what has been read. Comprehension is an
active process that requires an intentional and thoughtful interaction between the
reader and the text (text comprehension instruction that includes both oral and
written expressions of this interaction). The preparation of teachers to better equip
students to develop and apply reading comprehension strategies to enhance
understanding is intimately linked to students' achievement in this area.
Intervention I Intervention II Intervention III Developmental

Reading
For students who For students For students who are For students reading
show the most who are reading reading one to two at or above grade
extreme deficits in three to four levels levels below their level. This course
many areas of below their current current grade level may be taught as a
reading including grade level and need and need support in reading class or the
phonics, fluency, support and vocabulary and outcomes may be
Vocabulary and development in the comprehension. integrated into
comprehension. areas of fluency,
content area courses
vocabulary and
in order to build
comprehension.
vocabulary,
comprehension and
critical reading
competencies.
INTERVENTION III DEVELOPMENTAL READING
2. Read aloud and

1. comprehend
Read unfamiliar, complex and multi- These students should possess
narrative and expository
syllabic
text with
words using advanced the skills and strategies needed
fluency (accuracy, appropriate
phoneticpacing,
and structural analysis in for word recognition, analysis,
intonation and expression). 3. Notice
appropriate text. and fluency.
when reading breaks down, reread and
use phonetic an
TALAONGA NATIONAL HIGH SCHOOL
1
INTERVENTION I
phonics knowledge (including consonants, blends, and vowel/syllable patterns) to decode words through explicit instruction and independent reading.
1
derstand
lpand
determine
useand
cueing
ause
word's
systems
survival
meaning.
or
(syntax,
functional
semantics,
words
1. Acquire,
and
graphophonics)
phrases.
understand
(Example:
to and
understand
use
caution,
newnewvocabulary
toxic)
words and
through
to comprehend
explicit instruction
texts. and independent reading.
1
INTERVENTION III
• Select
1. Read
the appropriate
appropriate text
reading
with rate
accuracy
for theand
purpose
comprehension.
• Establish These
the purpose
strategic
•for
Recall
reading
andbehaviors
use prior knowledge
will be modeled and reinforced to
the degree that students can apply them independently. Before Reading
1
INTERVENTION II
• Select
1. Readtheappropriate
appropriatetext
reading
with accuracy
rate for the
andpurpose
comprehension.
• EstablishThese
the purpose
strategic
• Recall
forreading
and
reading
usebehaviors
prior knowledge
will be introduced, modeled
and reinforced, but may not be mastered. Before Reading
1
INTERVENTION I
• Establish
1. Read
the appropriate
purpose•for
Recall
texts
reading
and
withuse
accuracy
prior knowledge
and comprehension. These strategic
reading behaviors will be introduced, modeled and reinforced, but may not be
mastered. Before Reading
1
nd both orally and• in
Periodically
writing. After
stopReading
and paraphrase • Answer questions and
• Maintain
generate
•engagement
Monitor
new questions.
comprehension,
with text (usereread
organizers,
and use
notes,
strategies
etc.) to self-correct when necessary
1
INTERVENTION III
• Synthesize
• Generate
thoughts,
graphic ideas
organizers
and concepts
to enhance
• Generate
both
comprehension
orally
inferential
and in questions
writing
of texts
• Distinguish
and
andtodraw
describe
conclusions
fact from
text opinion
structure
about what
and organization
is read both orally and in writing
1
INTERVENTION II
INTERVENTION I
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
The succeeding discussion provides the summary which includes the
general and specific problems of the study, the respondents and the scope, and
the description of the methodology used. Findings, formulated conclusions and
recommendations are also part of the chapter.
Summary
The main focus of the study was to determine the teacher related variables
affecting the instructional intervention to upgrade pupils reading comprehension in
Ususan Elementary School, District 1 of Taguig City and Pateros. Specific
questions were asked to the respondents, these are; the profile, the level of
effectiveness of the instructional intervention of the teacher to upgrade pupils
reading comprehension; the difficulties met by the pupils as observed by the
teachers in upgrading their reading comprehension and the common problems of
English teachers in assisting the reading comprehension skills of the pupils; the
level of effectiveness of the instructional intervention significantly affected by the
teachers related variables.
The respondents of the study were 50 English teachers from Ususan
Elementary School, District 1 of Taguig City
Descriptive method was used in determining the teacher related variables
affecting the instructional intervention to upgrade pupils reading comprehension
strategies used by the English teachers in assisting reading comprehension skills.
Statistical treatment such as chi-square was utilized to test the significant
difference of the respondents when grouped according to profile.
Findings
The proceedings are the discussions based on the gathered data in the
previous chapter.
1. Profile of the respondents
1.1 Profile in terms of age found to be the majority belongs to the young (25
– 35), with 21 or 42 percent; the middle age is not far behind as it
resulted to a frequency of 20 or 40 percent. The 47 and above years old
has the lowest frequency with only 9 or 18 percent of the total of 50
respondents.
1.2 The large number of 44 or 88 belongs to the female respondents. Only
6 of the total 50 respondents are male, this indicates that as expected,
the majority belongs to the female participants of the study.

1.3 The dominating number of 40 or 80 percent belongs to the married
respondents. There are 7 or 14 percent who are single, while the
widowed are only 3.
1.4 The highest number belongs to those who rendered from 1 to 5 years;
there are 18 or 36 percent. Those teaching experience ranges from 6 to
10 years are the second highest in terms of frequency, with 13 or 26
percent of the total 50 respondents. There are 8 who have the
experience from 11 to 15, 7 are those who are teaching for more than
20 years, and only 4 are teaching from 16 to 20 years.
1.5 A huge number of 32 belong to the Bachelor’s degree; this is 64 percent
of the entire number of 50. There are 9 enrolled or with MA units and 7
with degree. Only 2 of the respondents are enrolled or with Doctoral
units.
2. Perception of the respondents on the level of effectiveness of the
instructional intervention of the teacher to upgrade pupils reading
comprehension.
2.1 The highest mean of 4.50 marked as very highly effective is the strategy
on reviewing the SAS reading program. Enhance the pupil’s critical
thinking skills is the lowest, 4.14 interpreted as highly effective. The
average of 4.41 rated as very highly effective proved that the
respondents’ strategies in terms of objectives are noteworthy.

2.2 The teacher related variables in terms of activities undertaken are very
highly effective with its average of 4.35. The highest mean of 4.46
marked as very highly effective belongs to the first indicator, Conduct
remedial classes for the slow readers and non-readers. While the lowest
mean of 4.19 rated as highly effective is the fourth indicator, Conduct
reorientation on SAS.
2.3 The strategies are very highly effective as reflected from the average of
4.23. The use of strip of basic sentences to increase their reading skills
was agreed to be the highest among other strategies/indicators, 4.35
marked as very highly effective. The uses of instructional strategies that
are compatible with students’ learning style were the lowest as
perceived by the respondents, 4.17 or highly effective.
3. Significant difference between the perception of the respondents and their
profile.
3.1. When grouped according to their age, objectives’ P value of 0.749 and
its Chi-square value of 42.033 at 0.05 level of significance results to accept
the null hypothesis. The strategies then, where P value is 0.413 with chi-
square value of 36.195 is greater than the level of significance at 0.05, thus
the null hypothesis is also accepted. When it comes to the activities
undertaken, the P value 0f 0.325 with chi-square value of 52.937 indicates
that it is less than the level of significance at 0.05, thus the null hypothesis is
rejected.
3.2. When grouped according to gender, the P value of 0.142 and its Chi-
square value of 10.919 at 0.05 level of significance results to accept the null
hypothesis, with regard to the objectives. When the perception on activities
undertaken was tested with regard the gender, the P value resulted to
0.313with Chi-square value of 8.228 which is greater than the level of
significance at 0.05, thus the null hypothesis is also accepted. When it
comes to the strategies, the P value 0f 0.667 with Chi-square value of 3.215
indicates that it is greater than the level of significance at 0.05, thus the
null hypothesis is accepted.
3.3. When grouped according to civil status, the P value is 0.023 with chi-
square value of 26.415 with regard the objective, the result implied to reject
the null hypothesis. As for the activities undertaken, the P value is 0.018
with Chi-square value of 27.255 indicates that is less than the level of
significant at 0.05, thus the null hypothesis is rejected. The result of
strategies versus civil status, with P value of 0.033 and chi-square value of
19.632 is less than at 0.05 level of significance; still the null hypothesis is
rejected.
3.4 The significant difference on the perception of the respondents when
grouped according to number of years in teaching, for the objectives the P
value of 0.619 and its Chi-square value of 25.157 at 0.05 level of
significance results to accept the null hypothesis. The strategies where P
value is 0.335 with Chi-square value of 22.101 is greater than the level of
significance at 0.05, thus the null hypothesis is also accepted. When it
comes to the activities undertaken, the P value of 0.385 with Chi-square
value of 29.559 indicates that it is less than the level of significance at 0.05,
thus the null hypothesis is rejected.
3.5. The significant difference in the perception of the respondents when
grouped according to highest educational attainment, in terms of the
objectives the P value of 0.221 and its Chi-square value of 25.621 at 0.05
level of significance results to accept the null hypothesis. When it comes to
the strategies, the P value 0f 0.520 with Chi-square value of 14.074, the null
hypothesis is still accepted. On the other hand, when the perception on
activities undertaken was tested with regard the gender, the P value
resulted to 0.194 with Chi-square value of 26.322 which is less than the
level of significance at 0.05, the null hypothesis is rejected.
4. Perception of the respondents on difficulties met by the pupils as observed
by the teachers in upgrading the reading comprehension. Pupils have
difficulty in vocabulary development being rated as the first and highest
frequency of 44. Poor score in achievement test is the last in the rank,
having the lowest mean of 4.16.
5. Perception of the Respondents on Common Problems of English Teachers
in Assisting the Reading Comprehension Skills of the Pupils. Rank 1 among
the other common problems is subject matter content which is not within the
pupils’ abilities and experiences. The difficulty in selecting subject matter

that will suit the objective was ranked as the second common problem,
followed by inability to decide on the appropriate methods or strategies to
suit the subject matter.
Conclusions
The subsequent conclusions were formulated out of the aforementioned
findings of the study:
The profile of the respondents revealed that majority are young but close to
the number are in the middle age. The female respondents out casted the male
respondents by a large number. Most of the respondents are married but there are
few who are still single. There are several teachers who rendered only for a year
and above, and a few are veterans or considered to be seasoned teachers. The
study was dominated by Bachelor’s degree holder, and some has MA units or
degree.
The perception of the respondents on the level of effectiveness of the
instructional intervention of the teacher to upgrade pupils reading comprehension
skills in terms of objectives divulged that it was very highly effective particularly
review the SAS reading program. With respect to activities undertaken, it was also
stated as very highly effective, above all are these indicators; conduct remedial
classes for the slow readers and non-readers, and make a remedial feeding
program with free snacks. The strategies are very highly effective, specifically the
use of strip of basic sentences to increase their reading skills was agreed to be the
highest among other strategies/indicators.
The null hypothesis was tested on the significant difference in the
perception of the respondents when grouped according to profile. It was confirmed
that the perception of the respondents on the activities undertaken is significantly
affected by their age, while the perception of the respondents do not significantly
affected by the gender. The null hypothesis was rejected when the respondents’
perception are grouped according to civil status. The result substantiated that the
perception of the respondents on the activities undertaken is significantly affected
by the teaching experience of the respondents and when grouped based on their
highest educational attainment.
The difficulties met by the pupils as observed by the teachers in upgrading
the reading comprehension were identified and ranked. For most of the
respondents, pupils have difficulty in vocabulary development being rated as the
first and highest mean. The pupils have poor reading comprehension this was
revealed to be the second highest, while difficulty in comprehension, lack of
confidence in expressing their thoughts in English, and pupils cannot comprehend
in silent reading lesson have the same rank. Poor score in achievement test is the
last in the rank, having the lowest mean.

The common problems of English teachers in assisting the reading
comprehension skills of the pupils were specified and ranked by the respondents.
Subject matter content which is not within the pupils’ abilities and experiences is
the first in the list of the respondents. The difficulty in selecting subject matter that
will suit the objective was ranked as the second common problem, followed by
inability to decide on the appropriate methods or strategies to suit the subject
matter.
Recommendations
From the formulated conclusions of the study, the following
recommendations are named:
1. The DepEd officials may consider to initiate/ revise policies relating to
upgrading pupil’s reading comprehension through upgrading teachers’
competencies such as training and development, continuing professional
education via reinforced Agency-provided scholarship programs, and
increased motivation of teachers to upgrade their education;
2. The reading specialist in the Division level may push for doable projects
relative to reading developmental programs;

3. Principals and Head teachers may reinforce programs that foster for
improved pupil’s performance in reading comprehension. Reinforcement in
the conduct of remedial classes for the slow readers and non-readers, and
expand feeding programs are few of the activities that can be undertaken.
4. Principals and Head Teachers may provide opportunities to modify teaching
strategies that improve reading comprehension skills among pupils.
5. The teachers may encourage parents via periodic conference or
consultation with the advisers, guidance counselors, and the teachers
themselves.
6. The school officials may include in their planning inputs on the problems
identified on this study.

REFERENCES
Books
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“Teaching Styles and Pupils’ Progress. Massachusetts, Harvard University
Press, 1976
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Reading: Considering the What and How of Instruction The Reading Teacher,
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Understanding and Engaement
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to Pinnell,Lyons, Deford, Bryle, and Seltzer. Reading Research Quarterly,30,
264-270
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Lorimar Publishing Phoenix Quezon City
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Unpublished Master’s Thesis
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Reading 6 Performance: Base reference for a proposed Enhancement kit.
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Principalship Schoolin Virac North District
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for Frustration Level Readers. Taguig City University, Taguig City
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De Arao, Melody V. (2009) Analysis of Reading with Comprehension of Grade one

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Implications to the School Reading Program. (Unpublished Master’s Thesis
St. Francis of Assisi College System, Talon Uno, Las Pinas City
Periodicals/Journals and Others
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Teachers vol. LVII No.6
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Between Pre-school and kindergarten. Journal of Sch. Psychology, 38, 113-
132
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Language Learning and Cognition
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Ability grouping acrosskindergarten using an Early Childhood Longitudinal
Study.
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Human Development
Republic of the Philippines

National Capital Region
City of Taguig
Gen. Santos Ave. Central Bicutan Taguig City
DR. BENJAMIN D. SAMSON , CESE

Schools Division Superintendent
Division of Taguig City and Pateros
Dear Sir,
Greetings!
The undersigned is a graduate student of Taguig City University presently
conducting a study entitled “The Impact of Social Media on the Academic
Performance and Behavior of Grade 10 Students in Selected Public High Schools:
Inputs to an Enhanced Guidance Program” in partial fulfillment of the requirements
for the degree of Master of Arts in Education.
In lieu with this, may I respectfully request permission from your good office
to allow me to gather data through the enclosed questionnaire that will be
distributed to the students of three selected schools namely ; Upper Bicutan
National High School , Signal Village National High School and Bagumbayan
National High School
I hope this will merit your favorable consideration and approval.
Very truly yours,
RODERICK G. FRADES
MAED Student
Noted : Dr. ELVIRA T. BAGACINA
Adviser
Recommending Approval:
DR. NORMITA A. VILLA
Chair, MAED Program
Graduate School
Republic of the Philippines

National Capital Region
City of Taguig
Gen. Santos Ave. Central Bicutan Taguig City
March 01 , 2017
DR. JENIFER F. TOLANG

Professor
Gen. Santos Ave. Central Bicutan, Taguig City
Dear Madam,
Greetings!
conducting a study entitled:” The Impact of Social Media on the Academic
Performance and Behavior of Grade 10 Students in Selected Public High Schools:
Inputs to an Enhanced Guidance Program” in partial fulfillment of the requirements
for the degree of Master of Arts in Education.
In this connection, the undersigned would like to ask for your assistance in
validating the enclosed research instrument. Please feel free to make any
comments, suggestions and corrections.
Thank you very much and more power!

Very truly yours,
RODERICK G. FRADES
Researcher
March 1, 2017
GUIA R. DELA CRUZ , Ph. D.

Principal III
Bagumbayan National High School
MLQ St. Bagumbayan , Taguig City
Dear Madam,
Greetings!

conducting a study entitled:” The Impact of social media on the academic
performance and behavior of Grade 10 students in selected Public
Secondary High Schools : in partial fulfillment of the requirements for the degree
of Master of Arts in Education.
In lieu with this, may I respectfully request permission from your good office
to allow me to gather data through the enclosed questionnaire that will be
distributed to the Teachers in your school.
I hope this will merit your favorable consideration and approval.
Very truly yours,
RODERICK G. FRADES
MAED Student
Noted:
Dr. ELVIRA T. BAGACINA

Adviser
Appendix E
Survey Questionnaire
Part I- Personal Information
Direction: Please check the item below that is appropriate for you.
I. Profile
1. Age
____61 years and above ____36 – 40 years
____56 – 60 years ____31- 35 years
____50 --55 years ____20 - 30 years
____46 – 49 years ____20 -25 years
____41 – 45 years ____below 20 years
2. Gender
____Male ____Female
3. Civil status
___single ___widowed ___others ( please specify )
___married ___separated
4. English Teaching experience in years _____________
5. Educational Background
___with Doctoral Degree
___M.A with Doctoral units
___with M.A Degree
___ Bachelor Degree with M.A units
___ Bachelor Degree
Part II: The level of effectiveness of the instructional intervention of the teachers to
upgrade pupils reading comprehension. Put a check (/) on the column provided.
5- Very High Effective 4-Highly Effective 3- Effective

2- Moderately Effective 1- Not Effective
A. Objective 5 4 3 2 1
a. Make every child a reader
b. Develop among pupils spirit of
camaraderie and leadership
c. Enhance pupil’s critical thinking skills
d. Review the SAS reading program
e. Intensify remedial reading classes
B. Activities undertaken
a. Conduct remedial classes for the slow
readers and non-readers
b. Assess pupils reading ability through
on the spot oral reading test
c. Make a remedial feeding program with
free snacks
d. Conduct reorientation on SAS
e. Launch a reading program that will
make every learner Read, Enjoy and
Act
C. Strategies
a. Expose pupils to stories and other
reading materials that will enhance
their reading comprehension and high
order thinking skills
b. Use of story books to learn answer Yes
or No Question and Wh-questions
c. Use of strip of basic sentences to
increase their reading skills
d. Use writing activities to enhance the
reading program
e. Use of instructional strategies that are
compatible with students’ learning style
III. Please check the (/) difficulties met by the pupils as observed by the teachers in
upgrading the reading comprehension.
1. Lack of interest in learning a second language

2. Difficulty in comprehension
3. Lack of confidence in expressing their thoughts in
English
4. Lack the necessary basic skills such as spelling

5. Irregular class attendance
6. Poor score in achievement test
7. Pupils have difficulty in word recognition
8. Pupils have difficulty in vocabulary development
9. Pupils cannot comprehend in silent reading lessons
10. Pupils have poor reading comprehension
IV. Please check the common problem (s) of English Teachers in assisting the
reading comprehension skills of the pupils.
Instructional Process
1.Subject matter content is not within the pupils abilities and
experience
2.Difficulty in selecting subject matter that will suit the
objectives
3.Inability to decide on the appropriate methods or strategies to
suit the subject matter
4.Lack of skills in writing enrichment materials
5.Lack of skills in constructing evaluative instruments
6.Inability to analyze and interpret evaluative results
7.Difficulty in understanding pupils of different backgrounds,
experiences and motivations
8.Difficulty in providing wide range of communicative activities
9.Inadequate background in second language teaching
10.Lackof skill to provide
CURRICULUM VITAE
LEAH M. CRIZALDO
Taguig City
E-Mail Address: feblea@yahoo.com
PERSONAL DATA
Name : Leah M. Crizaldo
Address : 91-A Caramay Ext. , Hagonoy

Taguig City
Civil Status : Married
Date of Birth : February 5, 1976
Parents : Eleseo T. Mama

Merlyn P. Mama
Spouse : Felipe O. Crizaldo Jr.
Children : Emmanuel Joseph M. Crizaldo

Princess Soledad M. Crizaldo
EDUCATIONAL BACKGROUND
Post Graduate : Taguig City University

Master of Arts in Education
Educational Management
College : The Fisher Valley College

Taguig City
Bachelor ofElementary Education
Secondary : DOÑA CARMEN DENIA CITY

HIGH SCHOOL
Toril, Davao City
Elementary : Bayabas Elementary Scool

Toril, Davao City
ELIGIBILITY
Licensure Examination for Teachers (LET) 77.3 %
Work Related Experience:
Ususan Elementary School, Taguig City

(Teacher 2012-present)
Academia de San Isidro, Western Bicutan, Taguig City

(Teacher 2008-2012)
SBP Child Learning School Inc. Signal Village, Taguig City

(Teacher 2006-2008)
SEMINARS AND TRAININGS ATTENDED

Division Capability Building for EPP Teachers May 26,27, and 29, 2014
School Based In-Service Training May 27-31, 2013

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TALAONGA NATIONAL HIGH SCHOOL 1

EFFECTIVENESS OF DAPAT ( DISCIPLINE , ACCURACY , PRESENTATION ,

RESEARCH PROPOSAL PRESENTED TO THE

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN

ADVANCE METHODS IN EDUCATIONAL RESEARCH

THE PROBLEM AND ITS BACKGROUND

Performance assessment is an authentic or alternative assessment which is

answer from a ready-made list. Experienced raters work based on an agreed –

assess the ability of students.

that are meaningful and engaging to students(K. Michael et. Al).

Vitara (2006) cite the Richard Arrend’s Theory on effective teaching,

DAPAT” is an acronym where D – stands for Discipline-students work with proper

discipline, work habits and collaborative efforts A – for Attendance –pertaining to

student’s attendance during the activity: P – for Performance and Presentation –

activities are of primary importance.

assessment; teach the topic to someone outside of the class or participate in a

constructed, discovered and extended by students as they interact with their

them , have direct ‘hands – on “ experience , construct their own knowledge in

collaboration with other learners and communicate their results effectively

( Anthony et. Al , 1998).

Discipline entails good work habits, individual honesty, persistence and

intrapersonal skills, such as appreciation of diversity and working cooperatively

working collaboratively is finished ahead of time with no work pressure. In

Presentation and Performance, it manifest learning, develop self -confidence and

communication skills. For Accuracy, following instruction is essential for group

assessment. Guidelines are followed and answers relevant to questions are

time. A period of time as a resource under control and sufficient to accomplish

something. Time management causes pressure but careful and systematic

a lot easier for teachers in assessing and grading students work.

papers- it is worth stopping to think about “Assessment Theory”. Classroom

assessment information should be the basis for important classroom processes

principles of assessment quality , especially validity and realibility , increases

confidence in the quality of assessment information.

Assessment broadly defined , means collecting information about something

applying a set of rules(some score scales) to an attribute of something or someone

to obtain quantitative information about it .Assessment can include measurement.

assessment (2) Performance assessment (3) Assessment based on oral

effectiveness of the Rubric DAPAT (Discipline, Attendance , Presentation,

National High School in gauiging an outstanding academic performance in science.

G PRETEST POST TEST

Figure 1: Conceptual Framework

STATEMENT OF THE PROBLEM

This study aims to determine the level of effectiveness of Discipline ,

Attendance , Presentation , Accuracy and Time (DAPAT) in the teaching learning

process used by teachers in gauging an outstandin students’ performance.

Specifically, it seeks to find answers to the following questions:

control group as follows:

2. What is the Post Test performance in science of the two groups of

performance in science of Experimental group as follows:

4. What is the Post Test Performance of Control group as follows:

5. What is the significant difference of Post Test by:

5.1 Group 1 and group 3

5.2 Group 1 and Group 4

5.3 Group 2 and Group 3

5.4 Group 2 and Group 4

6. What are the experiences , challenges and recommendations of the

control group participants in the effectiveness Of DAPAT ?

7. What are the experiences , challenges and recommendations of the

control group participants in the effectiveness of DepEd rubric?

SIGNIFICANCE OF THE STUDY

teacher-student relationship . In particular , the study is important to the following:

interventions to fit student’s needs, especially to students with learning difficulty

and provide necessary instructional aids , to uplift quality education in public

the curriculum in strengthening the academic performance of the students to