Effects of Social Interactions Among HUMSS Grade 12 Students of Cagayan National High School

Republic of the Philippines
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Division of tuguegarao city
Cagayan National High School
Senior High School
“Effects of Social Interactions among
HUMSS grade 12 Students of Cagayan National
High School”
A Research Presented to the faculty of
In Partial Fulfilment of the Requirements
For Practical Research II
Submitted by:
Marivic R. Escobar
Louel De Guzman
Justine Dacquil
Marifer Sarmiento
James Soriano
EFFECTS OF SOCIAL INTERACTION AMONG HUMSS GRADE 12 STUDENTS OF CAGAYAN

NATIONAL HIGH SCHOOL
Senior High School
Chapter 1
Introduction
Working life is an important arena in most people's lives,
and the working line concept is important for the development of
welfare in a society. For young people, the period before
permanent establishment in working life has become longer during
the last two decades. (Guest, 2002; Lawson, Noblet, & Rodwell,
2009), the point of view referred to suggests that individual
characteristics can play an active part in the development of
well-being. Knowledge about attitudes towards work can help us to
understand young people's transition to the labor market.
Adolescents are the future workforce, so it seems especially
important to notice their attitudes towards work, including
attitudes towards the welfare system. (Alvesson & Willmott, 2002,
Mininni, Manuti, Scardigno, & Rubino, 2010)
In order to keep pace and stay ahead, possession of several
key work ethics is a plus for achieving a successful career.

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Holding key traits such as attendance, character, teamwork,
appearance, and attitude add value to both of you as a person and
your company. Successful careers come in many flavours, but work
ethics are a main ingredient in most recipes for success.
According to Harter, Schmidt, and Keyes (2003), Character is how
others perceive someone. Much like actor who plays a role, the
character traits that one possesses portray an image in others’
minds. One’s character develops as actions become habits. These
habits reveal one’s character. Eventually, this role determines
the outcome of one’s life. Being aware of your actions and habits
plus improving on faults strengthens one’s character. Appearance
is one work ethic that really shows. Be open and accept the
changes that will surely come. No one likes anyone who brags or
whines constantly. Brunstein, Schultheiss, and Grässmann (2001)
emphasize the importance of the willingness to define suitable
personal objectives (goals) with the scope of encouraging
personal well-being. However, the subjective capacity to
establish a satisfactory psychological contract with the
organizational environment seems to be linked with well-being in
the workplace (Guest & Conway, 2002); according to these authors,
in fact, the psychological contract that people are able to

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subjectively maintain has become a formula widely used in
research and has proven useful to explain many employees’
behaviors, including attitudes towards health and well-being.
The aim of this study was to describe and analyze upper
secondary school students' work attitudes, and to explore factors
related to these. Today’s business environment is not only fast-
paced, but also highly competitive. (Harris, Daniels, & Briner,
2003; Judge, Heller, & Klinger, 2008; Ter Doest, Maes, Gebhardt,
& Koelewijn, 2006).
Statement of the Problem.
This research aims to determine the effects on academic
performance of grade 12 student’s good work ethics.
Specifically, it ought to:

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1. Determine the reason why social interactions is
important.
2. Determine why good work ethics has a relationship with
social interaction.
3. Know the strength and weaknesses with their good work
ethics
Significance of the study.
1. Students- May provides as an evidence that social
interaction has connections in developing a good work ethics
2. Researchers- This Study may serves as a tool about the
effects social interaction in the development of good work
ethics to students.
3. Future Researchers- This can be of great help for the future
researchers as a source of information or material in terms
of methodology and related studies
4. Community-

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Scope and Delimitations.
This study only focuses on social interactions in the
development of good work ethics of students. It is only limited
on the questions that will be given to the grade 12 Senior High
School Students of Cagayan National High School
Time and Locale of the Study.
The questionnaires will be given among random HUMSS Senior
High students of Cagayan National High School during the school
year 2018-2019
Chapter 2
Review of Related Literature
Human beings are inherently social. Developing competencies
in this domain enhance a person’s ability to succeed in school as
well as positively influence mental health, success in work, and
the ability to be a citizen in a democracy. This paper outlines
research and theories related to the development of social
competence and provides a literature review of theory and

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research supporting the vital importance of social competence,
including a discussion of empirically-based interventions and
measurement tools that educators can use to facilitate
development of social competence.
DEVELOPMENT OF PROFESSIONAL IDENTITY
Sweeney and Twomey (1997) argue that universities need to
develop graduates for workplace that are capable of more than a
simple response to change, but are adaptable and transformative.
That is, as university graduates, students need to be more than
mere acquirers of existing practices and instead they should
develop as critical agents of their learning and active in
shaping their practice and practice settings (Billett, 2008). The
argument by Billet, in essence, presents the notion that in order
to be a true professional one must be a reflective practitioner,
well aware of the norms of the community of practice, and to be
critical moral agents shaping the future norms of that community.
This requires students to be vocal when faced with an ethical
issue and in order for students to be critical agentic
professionals, relies upon the capacity of those involved to be
aware, able to identify and judge objectively that an ethical

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issue is present within their profession setting (Bowie, 2005;
Corbo Crehan & Campbell, 2007). Exploring workplace value
systems, as observed in placement, therefore, is to develop this
level of awareness, but moreso the critical capacity of students
to interrogate their settings and experiences identifying the
issues that lie within and develop strategies and practices to
respond to these (Bowden & Smythe, 2008).
The domain of social intelligence and development is a
critical component of descriptions of human ability and behavior
(Albrecht, 2006; Gardner, 1983/1993, 2006). Social skills are
important for preparing young people to mature and succeed in
their adult roles within the family, workplace, and community
(Ten Dam & Volman, 2007).
Elias et al. (1997) suggested those involved in guiding
children and youth should pay special attention to this domain:
social skills allow people to succeed not only in their social
lives, but also in their academic, personal, and future
professional activities. For educators, it is increasingly
obvious that learning is ultimately a social process (Bandura,
1986; Dewey, 1916; Vygotsky, 1978). While people may initially

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learn something independently, eventually that learning will be
modified in interaction with others.
Erikson (1950) provided another important theory related to
social development; his psychosocial theory of personality
development emphasized the interplay between the social and
emotional domains. Erikson highlighted the importance of the
person resolving a series of conflicts where interpersonal
relationships play an important role. In infancy, the conflict is
Trust versus Mistrust. Erikson hypothesized that an infant will
develop trust through interaction with a warm, available, and
responsive caregiver or the infant will develop mistrust through
interaction with a negative or unresponsive and unavailable
caregiver. Subsequently, it is this development of trust in
infancy that allows an individual to succeed in the next stage of
toddlerhood called Autonomy versus Shame and Doubt. In this
stage, the toddler is more likely to develop a sense of his
independence and control over his own behavior and environment if
she has the base of trust in a caregiver developed in the first
stage. The next two stages, the development of Initiative versus

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Guilt and Industry versus Inferiority are especially critical for
educators.
Early childhood is quite often the age when children first
begin their involvement in formal education. Children must learn
to integrate their interest in personal exploration and the use
of their imaginations with working with others involved in the
same task. For elementary aged children, the task of integrating
personal interests and needs with those of others becomes even
more complex. They must learn to follow rules and “get things
right” while at the same time learning to take the perspective of
others and work with others in group projects. Failing in either
of these stages leads to children being at-risk for an inability
to take action on their own and/or developing a sense of
inferiority, unproductiveness, and feelings of incompetence in
regards to their peers and their social roles and abilities.
Vygotsky (1978), another well-known theorist in the areas of
social development and education, argued that cognitive functions
are connected to the external (or social) world. He viewed the
child as an apprentice guided by adults and more competent peers
into the social world. Vygotsky explained that children learn in

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a systematic and logical way as a result of dialogue and
interaction with a skilled helper within a zone of proximal
development (ZPD). The lower boundary of the ZPD are activities
the learner can do on his or her own without the assistance of a
teacher or mentor. Similarly, the upper limit of the ZPD are
those learning outcomes that the learner could not achieve at
this time even with the assistance of a competent teacher or
mentor.
Another of Vygotsky’s (1978) concepts for guiding learning
is scaffolding, by which he meant the process by which the
teacher constantly changes the level of assistance given to the
learner as the learning needs change. When engaged in scaffolding
a teacher or coach is involved in every step during the initial
stage of instruction. As the teacher observes the child correctly
demonstrating partial mastery of the skill or task the teacher
provides increasingly less support, with the child eventually
demonstrating independent mastery of the task or skill. Both of
these constructs are important in describing how a child becomes
socially competent. Bandura (1965, 1977, 1986), in his theories
of social learning and social cognition, theorized three

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categories of influences on developing social competence: (1)
behaviors children and adolescents observe within their home or
culture, (2) cognitive factors such as a student’s own
expectations of success, and (3) social factors such as classroom
and school climate. Bandura’s reciprocal determinism model stated
that these three influences are reciprocally related. That is,
each factor influences others equally and changes in one factor
will result in changes in the others. In the classroom, for
example, a child’s beliefs about himself and his
An initial approach, which has permitted the analysis of the
relationship between well-being in the workplace and
subjectivity, was the study of job satisfaction (Harris, Daniels,
& Briner, 2003; Judge, Heller, & Klinger, 2008; Ter Doest, Maes,
Gebhardt, & Koelewijn, 2006).
According to Harter, Schmidt, and Keyes (2003), two lines
of research characterize this approach. The first is connected to
the theory of the person–environment fit (French, Caplan, & Van
Harrison, 1982), in which well-being is connected to the presence
of appropriate requests to the individual by the organization. A
second line of research—the closest to our hypothesis—relates the

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performance and the quality of life of people with the presence
of positive emotional states and satisfying relationships within
the work environment (Isen, 1987; Warr, 1999). When their
environment encourages people to seek out challenging or
significant tasks, according to Csikszentmihályi (1997), optimal
conditions exist for mutual well-being between individuals and
the work environment. The assumption in this method of framing
the problem is that well-being in the workplace is related to job
satisfaction, and this, in turn, is stimulated by the subjective
ability to find a positive personal equilibrium within
organizational interaction.
Brunstein, Schultheiss, and Grässmann (1998) emphasize the
importance of the willingness to define suitable personal
objectives (goals) with the scope of encouraging personal well-
being. However, the subjective capacity to establish a
satisfactory psychological contract with the organizational
environment seems to be linked with well-being in the workplace
(Guest & Conway, 2002); according to these authors, in fact, the
psychological contract that people are able to subjectively
maintain has become a formula widely used in research and has

Senior High School
proven useful to explain many employees’ behaviours, including
attitudes towards health and well-being.
A second way of viewing the relationship between individual
characteristics and well-being in work settings has as its
cornerstone, the hypothesis that positive emotions generate well-
being (De Neve & Copper, 1998; Fineman, 2006; Hochwarter &
Thompson, 2010; Linley, Harrington, & Garcea, 2010). Assuming
that interaction between a person's subjective aspects and the
organization can have positive outcomes (O'Brien-Wood, 2001), we
can make reference to ample documentation that examines the issue
of self-confidence as a resource both for the well-being of the
individual and the organization (Pierce & Gardner, 2004;
Zapf, 2002).
Di Nuovo and Zanchi (2008) confirm that employee
participation in the company's mission, positive emotions,
emotional climate, and the sense of belonging within the
organization are interdependent. Other authors (Feldt,
Mäkikangas, & Aunola, 2006; Kalimo, Pahkin, & Mutanen, 2002;
Pulkkinen, Feldt, & Kokko, 2006), referring to the theory of
control of the emotions (Gross, 1998, 2006), highlight how

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emotional control based on a sense of coherence, optimism, and
self-esteem plays a developmental role with respect to a series
of social interactions, including work. Their longitudinal
studies on emotive control have found that positive emotions in
adolescence have a beneficial effect on scholastic and subsequent
workplace integration. Custers and Aarts (2005) argue that
positive affection plays a key role as a motivator in the
unconscious disposition towards the pursuance of objectives,
thereby contributing to a better relationship with the working
environment, as reported on the relationship between job
satisfaction and well-being by Wright, Cropanzano, and Bonett
(2007).
An additional contribution to the hypothesis of positive
emotions as generators of well-being in the workplace comes from
the cultural analysis of Alvesson and Willmott (2002): their
study underlines how a sense of internal coherence and a positive
self-regard are factors which facilitate a positive process of
organizational control, resulting in an improvement in the
climate of the working environment. Another perspective on
positive emotions is also underlined by the American school of

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counselling. Beginning with the social learning theory
(Bandura, 1986), counselling has developed a vision of social and
cognitive satisfaction within scholastic contexts and later in
the employment context. These authors provide a theoretical
perspective that shows the integration between cognitive, social,
and personality variables, the latter related to the tendency to
expresss positive emotions, as being effective in promoting well-
being within specific areas of life such as work and school
(Lent, 2004, 2008; Lent & Brown, 2006; Sheu & Lent, 2009).
Furthermore, Lent and Fouad (2011) also support a correlation
between positive emotions which are present in the self and an
appropriate cognitive and social development of the individual.
A third approach that theorizes the possibility of an
individual to generate well-being in the workplace is connected
with the study of interpersonal skills (Bambacas &
Patrickson, 2008; Fligstein, 1997; Purkiss, Rossi, Glendon,
Thompson, & Myors, 2008) and especially with the attitude towards
extroversion and active relational interaction. Kamdar and Van
Dyne (2007) have observed that social exchange supported by
sociability produces effects of organizational citizenship,

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improving employees’ performance of tasks. Ryan and Deci (2000)
have verified that the innate psychological needs for competence,
autonomy, and openness in relationships, if met, will provide
greater self-motivation and, if obstructed, can lead to a
decrease in motivation and well-being. Butler and Waldroop (2004)
identified four relational dimensions within the work (influence,
interpersonal facilitation, relational creativity, leadership,
and team) highly correlated in creating satisfaction,
performance, and organizational ability at work.
Hughes (2005) reported a study that showed that extroverts
experienced less fatigue and stress at work. Some authors
emphasize the relationship between the Big Five traits (including
extroversion, agreeableness, openness) and psychological well-
being (Grant, Langan-Fox, & Anglim, 2009; Haslam, Whelan, &
Bastian, 2009). As noted previously, individual psychological
well-being may contribute to the welfare of the organization by
improving job performance and group atmosphere. Kumar, Bakhshi,
and Rani (2009) explore—using the Big Five—the link between
personality and organizational citizenship behaviours (OCBs),

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finding that extroversion and agreeableness in interpersonal
relationships support OCBs.
George and Jones (1997) sustain that extra role behavior,
such as spontaneity in interpersonal relationships, helps to
create an isomorphic relationship of spontaneity and well-being,
including at the organizational level. According to Ferris,
Perrewé, Anthony, and Gilmore (2000) and Perrewé, Ferris, Funk,
and Anthony (2000) extroversion, openness, respect, confidence,
trust, and sincerity are political skills that will improve
relations within the team by reducing stress in the workplace and
are predictive of ability for success in a wide range of jobs in
highly dynamic organizational environments that require
flexibility.
Openness to emotional expression and the capacity to create
a playful group identity are connected to well-being in temporary
groups (Terrion & Ashforth, 2002), while the ability to have open
relationships and express one's personal characteristics is seen
as a factor in subjective well-being and at the same time as a
factor capable of increasing the productivity of those who work
in social service organizations (Graham & Shier, 2010, 2011).

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Traditional approaches to the teaching of values and ethics
have relied upon students engaging in ‘case studies’, such as
those highlighted above, which are removed from the experiences
and realities of the students. Furthermore, they are often
theoretical in nature and therefore difficult to transfer to the
practice setting. Work placements present unique learning
opportunities for students. Engaging in work integrated learning
involves complex learning for students as they are according
technical skills, knowledge, soft skills as well as shaping their
professional identity and subsequently their own values
(Campbell, Herrington, & Verenikina, 2009). Thus, post-placement
students are able to draw on real, relevant and highly
contextualised examples, based on their experiences in their
relevant workplace. Required to draw upon these experience and
advance learning post-placement guided enquiring-reflection needs
to occur, which is scaffolded in a co-op programme.
This approach would draw on reflective learning techniques
of reflection after action, as outlined by Schon (1983), which
influences students views on their value systems and future
responses when faced with a similar context. The use of group

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discussions where ethical situations are reflected upon and
analysed would allow other group members to widen their
contextual understanding of how workplace ethical situations, and
the moral reasoning used, in the context relevant to their
profession. Reflective essays could also be drawn upon, where on
an individual basis students explain a practical real event and
then expand on their reasoning. However, the above consideration
does not consider the processes of preparation which students
require prior to commencing a co-op placement.
Students do not present at tertiary education level as
‘blank sheets’ or tabula rasa, devoid of pre-existing histories
and dispositions. Students already have an ‘interpretative lens’
which they use to understand the world around them including the
workplace (Billett, 2006; Campbell, 2009). It is therefore
important that students explore and understand their own value
systems. Therefore, prior to engagement in a co-op experience
there is a need for students to engage in a form of learning
which makes explicit their ‘interpretative lens’ and affords the
students the opportunity to critically reflect on their existing
value structures. Workplaces will shape the value systems of

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students, advancing their professional identity (2002). However,
this process of modification and shaping cannot be permitted to
occur in an uncritical manner as a result of students not
developing an appreciation of their own personal values and
principles.

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Chapter 3
METHODOLOGY
Research Design
This study refers to the entire process of
planning and carrying out research study. The research
design is a detailed plan or presentation of how the research is
conducted. The study uses descriptive - comparative design because we
want to describe and compare the effects of social interactions among
students.

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Locale of the study
This study is conducted at the premises of Cagayan National High
School senior high school campus.
Sample or the Respondence
A sample of 130 HUMSS Grade 12 students of Cagayan National
High School S.Y 2018- 2019. We use random sampling procedure in
selecting our participants.
Research Instrument
There are different methods of collecting data and information
to formulate for the desirable article of the research study.
Interview is one of the most efficient tools in gathering data
because there is a direct contact to the concerned person who
will give the necessary information that the researchers need in
developing the research. To help the researchers to have a
supplement and extended information needed in their research

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work. We will be using this method for us to be able to get
accurate data needed.
Data collection Procedure
Gathering data is very important part of the research
project process. There are different instruments, methods and
procedure in collecting data and information to formulate more
desirable outcome of research study. We used In collecting the
data, the researcher will first talk to the subject teacher in
the chosen time to make sure that the students will answer each
question in an eligible manner.
Data analysis procedure
The data that is collected will be checked by the
researchers to remove unnecessary elements and make it
understandable to the readers. The researchers will then
categorize the data in a comprehensive manner and will be
presented and discussed after the result.


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Republic of the Philippines

Regional Office No. 02 (Cagayan Valley)

Division of tuguegarao city

Cagayan National High School

Senior High School