PSYCHOLOGICAL PREPAREDNESS TOWARDS ENTERING COLLEGE OF

GRADE 12 STUDENTS IN GINGOOG CITY COMPREHENSIVE NATIONAL HIGH

SCHOOL DURING THE NEW NORMAL LEARNING

Nazzel S. Apolinar

Jaye M. Balingit

Natasha Nicole Calimbas

Paul Justine C. Faina

liezel Ann P. Ordinan

Eco A. Hugo

Kenneth S. Odchigue

Abdul Jaffar B. Saro

MAY 2022

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 TABLE OF CONTENTS

CHAPTER I:

Introduction ……………………………………………………………… 1-4

Theoretical Framework ………………………………………………… 5-7

Conceptual framework ………………………………………………… 8

Statement of the Problem ……………………………………………… 9

Hypothesis ………………………………………………………………… 9

Significance of the Study ………………………………………………. 10

Scope and Limitation …………………………………………………… 11

Definition of Terms ……………………………………………………… 11-13

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Chapter II:

Review of Related Literature …………………………………………. 14-21

Chapter III:

Research Design …………………………………………………………. 22

Respondents of the Study ……………………………………………… 22-23

Sampling Design …………………………………………………………. 23

Research Instruments …………………………………………………… 24

Scoring Procedure …………………………………………………………. 24-25

Reliability Test ………………………………………………………………. 25

Data Gathering Procedure ………………………………………………. 25- 26

Statistical Treatment ………………………………………………………… 26

REFERENCES ……………………………………………………………… 27-28

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 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

The implementation of the kindergarten to grade 12 (K-12) curriculum in the

Philippines is one of the greatest achievements in the Philippine educational system. It

began in the school year 2011-2012, which promised to improve Filipino students' skills in

mathematics, science, and linguistics to further exhibit competence in the global job

market. Under this system, the education authority also mainly pledged to offer high-

quality education through strands that will help senior high school graduates to have

adequate preparation in entering college education Estacio (2015). A college education is

a genuine desire of every student for it can be a passport for their future and life success

Cuy & Salinas (2019). However, most learners find college conversion from high school

difficult, even for high-achieving students (Magnaye, 2020).

To have a better learning experience, future freshmen must be prepared academically,

socially, emotionally, financially (Caldwill et., al 2020; Magnaye, 2020), mentally Moore

(2021), and Psychologically Gandhi et., al (2021). Also, according to Conley (2010) as

cited by Branyt (2015) stated that a student must attain cognitive strategies, content

knowledge, academic behavior, and contextual skills and awareness upon entering

college, because according to Conley (2014) as cited by Matthew Wiley (2020) students

who are college ready will be able to qualify and achieve admission, credit-bearing college

courses that will lead to a bachelor’s degree, a diploma, or a career passageway training

programs without the use of remedial assessments and school works.

In the advent of the pandemic, the study by Hou et al., (2020) revealed that there was a

high percentage of senior high school students who suffer from depression, anxiety,

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PTSD, suicidal ideation, and suicidal attempts in China. However, Malolos et al., (2021)

claimed that the youth in the Philippines during the pandemic experienced

discouragement, loss of interest in school due to suspension of physical classes,

disorganization with daily routine, and a decrease in social interaction.

Based on the changes brought due to the pandemic, this study will focus on the

psychological preparedness of students in entering college education. Psychological

preparedness in the study of Agarwal et al., (2020) is defined as “the primed cognitive

awareness and anticipation of dealing with emotional responses in an adverse situation”.

Psychological preparedness from the study of Reser & Morrissey (2009) as cited by

Ghandi et al., (2021) is defined as “intra-individual and a psychological state of

awareness, anticipation, and readiness capacity to anticipate and manage one’s

psychological response in an emergency situation”. In that study, psychological covered

three aspects namely: Self-efficacy, optimism, and resilience.

Psychological preparedness by Manlapig (2019) covers four dimensions: motivation,

self-efficacy, adaptability, and goal orientation which are claimed vital for young learners in

order to succeed in schooling. According to Cherry (2016) cited by Manlapig (2019)

motivation causes the person to act, it works with the decision-making and psychological

state of a person. According to Kirk (2016) cited by Manlapig (2019), self-efficacy is just

like the confidence of a person, the one who has high self-efficacy is more likely to be

successful in what it’s doing because of the belief in its capabilities. Adaptability is defined

by Manlapig (2019) as the ability to make an adjustment to a new situation, able to

generate new ideas and work independently. The study also states that goal orientation

goes with motivation and self-efficacy. It is the ability for a person to achieve their goals

and have a good result on their plans by working hard.

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 From the definition of the three sources, the present study will use the concept of

Manlapig (2019) in psychological preparedness which the use also of the mentioned sub-

variables. The researchers were conveyed how the said study which is entitled

“Psychological Preparedness of Grade 11 Students Towards Success in Senior High

School” provide answers to its problem and how it utilizes the mentioned sub-variables in

assessing psychological preparedness.

In the context of the study, the researchers aim to assess the level of psychological

preparedness for college of Grade 12 students under Academic Strands in Gingoog City

Comprehensive National High School for School Year 2021-2022, since no other

researchers have performed in the said location, and none of the research has conducted

during the pandemic. Furthermore, the study sought to determine the underlying problems

towards college preparedness and be able to imply an action plan to improve the

psychological preparedness of senior high school students for college education. The

findings of the study will be a great contribution and reference for future research

regarding psychological preparation in transitioning to higher education.

THEORETICAL FRAMEWORK

This study is anchored in two theories, the Theory of readiness by Edward

Thorndike and the Transition theory by Nancy Schlossberg. Edward Thorndike is an

influential psychologist and the one who established educational psychology Cherry and

Swaim (2020). He became famous for his theory on learning which gives a great and

concrete contribution to the field of education McLeod (2018). On the other hand,

Schlossberg is a famous author, her books centered on the Transition development of a

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person. Schlossberg is a professor of emerita at the College of Education and the

president of the National Career Development Association (Schlossberg, 2005).

Thorndike's theory of readiness states that learning is independent of the learner's

preparation, the learner's preparation will dictate the learning experience (B.Ed

psychology, 2020). This theory actively proposed three conditions: "When the conduction

unit is prepared to go into action, its work is quite satisfactory because nothing is done to

alter its working.", "The inactivity of a conduction unit and any reaction may arise in

connection with that deficiency.", and "when a conduction unit is forced to act while it is

not prepared to do so, its behavior is of a nature calculated to excite anger." EduGyan

(2017). Gonzales (2018) used Thorndike's theory of behavioral psychology in determining

the teacher's preparedness in teaching mobile students.

Schlossberg's theory of transitions is designed to understand and help adults along

with transitions and to propose an essential way of coping mechanism to ensure success

and progress. Schlossberg set four factors that influence a person's ability to make the

transition: situation, self, support, and strategies. The theory also stated that for a person

to adapt to the transition, three variables must be considered: the individual's perception of

the transition, the characteristics of both the pre-and post-transition environments and

lastly, the characteristics of the individual who is experiencing the transition (Schlossberg,

Waters and Goodman, 1995) as cited by Agherdien (2014). A study conducted by

Agherdien (2014) used the theory of Schlossberg to Investigate the student's readiness or

preparedness in tertiary education. The study applied the theory to High school students

who progress to entering tertiary education.

The current study aims to assess the psychological preparedness of students

towards entering college while in the new normal learning. Thorndike's theory is believed

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relevant to the current study since it claims that the learning of the student is independent

of the preparedness which is connected to Magnaye's (2020) claim that psychological

preparedness: motivation, self-efficacy, adaptability, and goal orientation are vital for

learners to succeed in schooling. On the other hand, Schlossberg's theory of transitions is

also relevant in the current study to the fact that learners during this time are translated

into a new normal modality of education. Then, Agherdien (2014) uses the theory to apply

it to the progression of high school students towards entering college. Also, Schlossberg's

variable which is the "the characteristics of the individual who is experiencing the

transition" is very connected to the psychological aspect of a person since an Individual's

characteristics are defined by (Cherry, 2022) as the Self-concept of a person: the

behaviors, abilities, and unique attributes that affect the motivation and other

psychological aspects of a person.

CONCEPTUAL FRAMEWORK

GCCNHS Grade 12 Preparedness level of

Student Senior High School
Students towards College
in New Normal Education
in terms of; Proposed program
 Sex for Senior high
 Psychological school students
 Strand
 Motivation
 Self-efficacy
 Adaptability
 Goal
orientation

Figure 1. Schematic Presentation Showing the Interplay of Variables in the Study

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STATEMENT OF THE PROBLEM

This study aims to assess the psychological preparedness of grade 12 students under

academic strands in Gingoog City Comprehensive National High School. Specifically, this

will answer to the following questions;

1. What is the demographic profile of the participants in terms of;

1.1 Sex

1.2 Strand

2. What is the level of psychological preparedness towards college of the students

in terms of;

2.1 Motivation

2.2 Self-efficacy

2.3 Adaptability

2.4 Goal orientation

3. Is there any significant difference in the students’ psychological preparedness

towards college between students STEM, GAS, ABM, and HUMSS strands?

HYPOTHESIS

HO1: There’s no significant difference in the students’ psychological

preparedness towards college between students STEM, GAS, ABM, and

HUMSS strands?

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 SIGNIFICANCE OF THE STUDY

Senior High School Students. This research study would benefit the senior high

school students through gaining awareness and consciousness of preparing in college in a

new normal education. Also, the results of the research study would help students

determine the role, function, and effectively of senior high school program to their level of

preparedness.

Senior high school teachers. This study would benefit the teachers in gaining

awareness and consciousness with their essential roles or function as an important

foundation for student's preparedness before entering college in a new normal education.

It would help them formulate methods to ensure students learning, together with the

development of skills and talent that can be used for their later years. Also, the results of

the research would notify teachers to address student's need in aspects of education.

School. This study would promote recommendations and ideas of necessary actions

that needs to be implemented in order to cover the future gap in terms student’s

preparedness

Parents. This study would give them idea and awareness about their child’s level of

preparedness and with that they’ll be able to determine the necessary action to be done in

order to support the student.

Future Researcher. This research would be beneficial for it would serve as a basis in

conducting a study related to this topic.

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 SCOPE AND DELIMINATION OF THE STUDY

This study will focus on assessing the psychological preparedness dimensioned as

the motivation, self-efficacy, adaptability, and goal orientation of grade 12 students

towards college education in the new normal learning modality. This is limited only for

senior high school students under academic track, HUMSS, ABM, STEM, and GAS

strands of Gingoog City Comprehensive National High School in the school year of 2021-

2022.

DEFINITION OF TERMS

For the purpose of clarity and better understanding of the study, the following terms

are theoretically and operationally defined.

ABM (Accountancy, Business & Management). This refers to the strand that is design

as an introductory course in accounting and business and management where student is

trained to think logically and scientifically and are acquainted with the rudiments of ABM.

Academic Track. Refers to the track that prepares students for the most common college

courses such as business management, engineering and the sciences

Adaptability. The ability to adjust oneself readily to different conditions or adapt efficiently

and fast to changed circumstances.

College education. It refers to a higher education that is tertiary education leading to

award of an academic degree. Higher education, also called post-secondary education,

third level or tertiary education, is an optional final stage of formal learning that occurs

after completion of secondary education.

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GAS (General Academic strand). This refers to the Senior high school strand that takes

on a generalist approach in preparing students for college. It covers various disciplines like

humanities, Social Sciences, Organization, and management.

Goal orientation. The ability to accomplish and perform well in goals and tasks with the

use of motivation and self-efficacy.

HUMSS (Humanities and Social Sciences strand). This refers to the strand offered to

Senior High students who aims to take up journalism, communication arts, liberal arts,

education, and other social science-related course in college.

Motivation. Literally the desire to do things. A process that initiates, guides, and maintains

goal-oriented behavior. It is what causes a person to act. Motivation involves the

biological, emotional, social and cognitive forces that activate behavior.

New normal education. In this study, new normal education pertains to modular distance

learning that ensures the safety of students, teachers, and staff.

Psychological Preparedness. Refers to the state of being ready of senior high school

students to college. A state of being prepared and ready in terms of the student’s

motivation, self-efficacy, adaptability, and goal-orientation.

Self-efficacy. The belief in one’s capabilities to achieve a goal or an outcome.

STEM (Science, Technology, Engineering, and Mathematics). This refers to the strand

senior high school students are exposed to complex mathematical and science theories

and concepts which will serve as a foundation for their college courses.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is a review of existing literature relevant to the topic of psychological

preparedness towards college in new normal education. More specifically, this chapter is a

review of topics including: College Readiness; Psychological preparedness; Self- efficacy;

Goal Orientation; Motivation; and Adaptability.

A. College Readiness

Achievement on state assessments and course grades offer an important source of

information to students about their academic readiness for postsecondary schooling, as

evidence suggests that high school students update their college-going expectations

based on information they receive about their academic ability during secondary school

(Jacob & Wilder-Linkow, 2011). In fact, the labels assigned to students through state

standardized testing can impact college-going decisions. Researchers find that students

reassess their educational trajectories based on standardized test result labels as early as

eighth grade. One study in Massachusetts found that a “Needs Improvement” label on the

state assessment increased the likelihood that urban, low-income youth will enroll in

college compared to a “Warning” label, an indication that they’re in danger of failing

(Papay, Murnane, &Willet, 2011). Additionally, California’s Early Assessment Program,

now over ten years old, is also an important effort to formally provide students with

information about their college readiness through the 11th grade state assessment.

Although the program has modestly reduced remediation rates at the state’s less selective

four-year state university campuses (Kurlaender, Jackson, Howell, & Grodsky, 2014),

there is limited evidence about whether and how students, their parents, or schools use

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the information provided on state assessments to help students make plans for senior

year and beyond. It is also important to consider that information from college

assessments (or other sources) intended to motivate students toward their postsecondary

goals could also discourage lower-performing students. For example, students taking state

assessments who are told they may require remediation upon entering college may feel

that they do not belong in college and decide not to enroll. However, research on

California’s effort to provide students with college readiness information in 11th grade

through state assessments found that the early signal of “Not Ready” did not dissuade

students from applying to or enrolling in college, nor did it push them into attending a less

academically demanding college, such as a community college (Howell, Kurlaender, &

Grodsky, 2010; Jackson, 2015; Kurlaender, Carrell, & Jackson, 2016).

A. Psychological preparedness

Exposure to disasters can lead to a variety of long-term health effects and risks.

Apart from physical effects, exposure to natural disasters can also cause psychological

symptoms, such as amnesia, anxiety (including Generalized Anxiety Disorder), phobias,

substance abuse, insomnia, post-

traumatic stress disorder (PTSD), hyper arousal, acute stress disorder (ASD), depression

and at times suicide, and other mental illnesses (Fan et al., 2011; Hussain, Weisaeth, &

Heir, 2011; Keskinen-Rosenqvist, Michélsen, Schulman, & Wahlström, 2011; Neria,

Nandi, & Galea, 2008; Norris, 2001). Symptoms might not be detected immediately after

the disaster strikes and delayed symptom development might occur after the first few

weeks following disaster exposure (Wahlström, 2010). This makes mental health, social

support and crisis interventions after a disaster extremely difficult (Wahlström, 2010). At

times, even relatively mild exposure to natural disasters can lead to the development of

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psychological distress (Gifford, 2007; Reser, 2007). Furthermore, not only primary victims,

those directly exposed to the disaster, may suffer from psychological symptoms, but

others, such as grieving relatives and friends of the primary victims may be affected by

association (secondary victims). Emergency personnel, including rescue workers, fire,

police, psychologists, as well as mental health and social workers may also be affected by

the disaster indirectly. These indirect impacts can include vicarious traumatization and

compassion fatigue or burnout (Paton, Violanti, Dunning, & Smith, 2004; Prati, Pietrantoni,

& Cicognani, 2011).

C. Self-efficacy

The term self-efficacy is commonly defined as the belief in one’s capabilities to

achieve a goal or an outcome. Students with a strong sense of self-efficacy are more likely

to challenge themselves with difficult tasks and be intrinsically motivated. These students

will put forth a high degree of eff ort in order to meet their commitments, and attribute

failure to things which are in their control, rather than blaming external factors. Self-

efficacious students also recover quickly from setbacks, and ultimately are likely to

achieve their personal goals.

Students with low self-efficacy, on the other hand, believe they cannot be

successful and they are less likely to make a concerted, extended eff ort and may

consider challenging tasks as threats that are to be avoided. Thus, students with poor self-

efficacy have low aspirations which may result in disappointing academic performances

becoming part of a self-fulfilling feedback cycle (Kirk, 2016).

In a study that included 286 high school students enrolled in three schools who

attended a biology course in Turkey, Aydin (2016) found that the use of metacognitive

strategies and self-efficacy made a positive and significant prediction of students’ intrinsic

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motivation to learn biology. Yuksel and Geban (2016) study investigated science and math

course achievements of vocational high school students in the scope of self-efficacy and

anxiety. Results showed that academic self-efficacy perceptions of students predicted

achievement in physics, chemistry and math courses.

Goal Orientation.

Goal -orientation can be associated with motivation and self-efficacy. The

Cambridge dictionary describes a goal-oriented person as one who works hard to achieve

good results in the tasks. These people have the strict mindset of what they want to

achieve. Goal-oriented personalities focus on concrete goals and the things they hope to

accomplish because they are concerned with productivity and efficiency.

A study made by Soltaninejad (2015) examined the relationships between

achievement goal orientations and learning strategies among 350 public high school

students in Iran. The results showed that achievement goal orientations were significant

determinants of learning strategies.

learning strategies and goal orientation made by Kadioglu and Uzuntiryaki (2014)

found performance- approach and mastery- approach goals positively predicted students’

learning strategies, In another study done among 201 students from state and private

schools in Turkey, Turkcapar (2015) found that there are significant differences in

students’ achievement goal orientation scores in favor of state school students and of

those who come from low socioeconomic level.

Gafoor and Kurukkan (2014) investigated the relationship between parenting style

and goal orientation among 365 boys and 467 girls in higher secondary schools in Kerala,

India. The findings implied that parents can influence the students’ goal orientation by

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promoting their children to set goals other than performance avoidance by changing their

styles of parenting. Mothers’ responsiveness and control have more crucial relation with

goal orientation of students and hence mothers can do more in this respect. A multilevel

analysis on the relationship between

E. Motivation

Motivation is literally the desire to do things. Cherry (2016) defines motivation as a

process that initiates, guides, and maintains goal-oriented behavior. It is what causes a

person to act. Motivation involves the biological, emotional, social and cognitive forces that

activate behavior. In everyday usage, the term motivation is frequently used to describe

why a person does something. There are three major components of motivation,

activation, persistence, and intensity. Activation involves the decision to initiate behavior.

On the other hand, persistence refers to the continued eff ort toward a goal, even though

obstacles may exist. For instance, a student may show persistence to earn a degree

which requires significant investment of time, energy and resources. Lastly, intensity can

be seen in the concentration and vigor that goes into pursuing a goal.

A study made by Mensah & Atta (2015) used a phenomenological lens to explore

middle level classroom goal perceptions and classroom experiences that were pivotal in

motivating students to achieve their learning goals. A total of 46 participants (31 students

and 15 teachers) from two middle schools in a Midwestern city participated in focus group

discussions and one-on-one interview sessions respectively. Findings indicated that

teachers endorsed long-term goals with mastery emphasis. However, students’ classroom

goals were more of performance and less mastery oriented. In addition, thematic analyses

of the participants’ perspectives showed that: classroom lessons that are more engaging,

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teachers’ positive disposition and personality, personal connection with learning

experience, application of varied instructions, and supportive teacher relationships are key

classroom experiences in driving middle school level students to achieve their learning

goals.

Dana (2013) examined the influence of two different learning contexts based within

self-determination theory on the motivation and effect of 79 secondary PE students. The

result of the study indicated that engagement in a highly autonomy supportive learning

context significantly engaged students’ overall motivation, need for competence and

enjoyment.

F. Adaptability

Adaptability means the ability to adjust oneself readily to different conditions or

adapt efficiently and fast to changed circumstances. An adaptable person is one who is

open to new ideas and concepts, to working independently or as part of a team and to

carrying out multiple tasks. The need for adaptability has never been greater than it is

now. The ability for people and organizations to adapt to changes in their environments,

stay relevant to avoid obsolescence which is the defining characteristic between success

and failure, growth and stagnation. Boss (2015) enumerated 14 signs of an adaptable

person. Some of these are: open to change, seek opportunity, think ahead, resourceful,

don’t whine, don’t claim fame, curious, stay current, see systems and are willing to listen

to the other’s point of view.

Buyukgoze-Kavas (2016) made a study on predicting career adaptability from

positive psychological traits among 415 undergraduate students in Turkey. Results from

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the simultaneous multiple regression analysis indicated that career adaptability was

significantly predicted by hope, resilience and optimism.

CHAPTER III

METHODOLOGY

This chapter describes and justifies the research design, the population and

sampling procedure, and the data gathering method. It also outlines the details of the

instrument of the study, scoring system as well as data analysis.

Research design

This study will use descriptive-comparative type of research design. Descriptive-

comparative design, Black (1999) defined as the correlations of two or more variables

identified as characteristics in an experiential phenomenon to highlight the prevalence of

statistical differences within subjects. Tourigny et al. (2011) used this design in doing a

comparation between the results of the grouped variables.

This method is believed to be appropriate and relevant to the current study. Thus,

the study aims to assess the psychological preparedness of the grade 12 students

towards college, the result will be then compared between strands. The procedure will be

employed by collecting data analysis of the variables through survey questionnaires.

Respondents of the study

The respondents of the will be the Grade- 12 students belong to academic track

which consisted with 4 strands namely; STEM, HUMMS, ABM and GAS. The respondents

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are all students of Gingoog City Comprehensive National Highschool class of 2021-2022.

The number of students is over 372 and narrowed down to 193.

Sampling Design

To get the total samples of the study, stratified random sampling will be used.

Stratified random sampling is a sampling technique that divides the whole population into

sub-groups that are called strata, considering that the members within and between all

groups have the same characteristics and attributes (Nickolas, 2022). In order to get the

exact sample size with a confidence interval, sloven's formula will be used and will be

presented below.

Where:

n - sample size

N - Population

e - margin of error (5%)

Table 1
Distribution of Respondents

STRAND POPULATION (N) Sample Size (n)

STEM 82 43

HUMSS 196 101

ABM 44 23

GAS 50 26

TOTAL 372 193

Research Instrument

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 In assessing the psychological preparedness of students in this paper, the research

instrument from the study of Manlapig (2018) will be adapted and then modified. The

questionnaire will have two parts, first is the demographic profile that will ask about the

respondents’ sex and strand, and the second part is a 20-Item Likert style questionnaire

dimensioned into four sections which are adaptability, goal orientation, self-efficacy, and

motivation then each dimension contains 5 items respectively.

Scoring Procedure

The following procedures guided the organization of data in the study:

Psychological Preparedness of the Students in four Dimensions

A. Adaptability

Range Point Value Description

4.51-5.00 5 Strongly Agree

3.51-4.50 4 Agree

2.51-3.50 3 Neutral

1.51-2.50 2 Disagree

1.00-1.50 1 Strongly Disagree

B. Goal Orientation

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 Range Point Value Description

4.51-5.00 5 Strongly Agree

3.51-4.50 4 Agree

2.51-3.50 3 Neutral

1.51-2.50 2 Disagree

1.00-1.50 1 Strongly Disagree

C. Motivation

Range Point Value Description

4.51-5.00 5 Strongly Agree

3.51-4.50 4 Agree

2.51-3.50 3 Neutral

1.51-2.50 2 Disagree

1.00-1.50 1 Strongly Disagree

D. Self-Efficacy

Range Point Value Description

4.51-5.00 5 Strongly Agree

3.51-4.50 4 Agree

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 2.51-3.50 3 Neutral

1.51-2.50 2 Disagree

1.00-1.50 1 Strongly Disagree

Reliability test

In the study of Manlapig (2018), a faculty of UP College of education who is an

expert in research, psychology, and evaluation performed the content validation of the

Instrument. After the questionnaire was validated, the statements were then translated into

the Filipino language. The analysis showed that the instrument in the mentioned study is

reliable with the use of Cronbach’s alpha of 0.82. Procedure.

Data Gathering procedure

In the conduction of this study, the researcher will ask for permission from the office

of Gingoog Comprehensive National High school through approval letters with indications

of its purpose and objectives. Upon the approval of the request letters, the researcher will

have then a brief orientation to the respondents about the methods of the study. The

researchers also will assure the school authority and the respondents that through the

conduction of the study, research ethics will be all adhered to by the researchers.

The Questionnaire will be generated through a google form, and also will be sent to

the respondents online with the use of a messenger application. After answering all the

questions, the respondents will submit the questionnaire online by clicking the word

"submit" in the google form questionnaire and the data will be directly organized

electronically by the google service mechanism and will be statistically analyzed.

Statistical Treatment and Data Analysis

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 This study will use the following statistical tools to facilitate analysis and data

interpretation. For all the four dimensions, the researchers will use Analysis of Variance

(ANOVA) which is a statistical test to analyzed the difference between means of the four

variables.

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