1

Chapter 1
THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Naive theories on the origins, markings, and functions of interest have

had major impact on the interpretation of daily individual-object-engagement.

There has been no comparable pendant within the behavior sciences. After a

brief historical overview of how interest and its role in learning had been

conceptualized, the focus of paper shifts to the specific relationships between

interest and performance.

In Philippines, it is obvious that not all children learn at the same pace or

in the same way. Philippines’ schools and teachers may have to consider the

extent to which education policies and practices lead to the labeling of children or

to promoting the view that learning capacities are either limited or fixed. Teachers

should know and understand the interest level in each students in order to help

each child.

To choose a strand to take on the Senior High School must be done by

the students themselves. They may consider the opinion of their parents but what

should be followed is their interest on a particular strand for them to enhance

what skills they have, but what happen today, students of Senior High chose their

tracks and strand not because it was their interest but for the reason that they are
 2

just influenced by their parents and peers. Thus resulting into a negative impact

on their performance in school. They were not able to develop the skills and

intelligence they have because they are enrolled in a wrong track.

The researchers conducted this study in order to know the relationship

between the level of interest of a student and their academic performance. This

study will discuss if interest of a student can affect their performance. This will

also aim to know the different factors why student become interested or not. This

will also want to know about the relationship of a student to his/her subject if

he/she like it or not. There are some students that are listening to their teacher

but they are not focusing on it. Some also are opposite, maybe they like the

subject Computer System Servicing and they’re focusing on it. It is also how

they’ve been treated to their teacher in Computer System Servicing subject.

The researchers want to know the students’ participation on their subject,

how much they like or dislike their strand. Conducting this study will help them

explore more about the level of interest and in order for them to help them deal

with their own interest in Computer System Servicing subject.

This will aim to know how many students are interested in their strand.

Every student may not be interested to their subject it is because they are lack of

interest on it. Some students chose Computer System Servicing strand because

they maybe have friends on Computer System Servicing. Some choose their

strand because of their parent’s choice, and maybe some Computer System

Servicing students have advantage because of their habit in using technologies.

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It is very important to study the interest level of students to their

performance of Computer System Servicing subject so that their skills will

enhance more and their grades will be monitored by the assigned teacher. It is

also important to study the interest of student to their Computer System Servicing

subject because if they will be monitored, their learning system will increase,

creating and allowing them to develop their creativity, enhance their problem

solving abilities, their reasoning skills, their communication skills and a higher

order thinking skills. Computer System Servicing is a course or subject that a

student had to learn because it can transform or empower the teaching and

learning process.

It also deals the knowledge of each students of how they understand

every lesson given by their Computer System Servicing teacher and the way they

catch up it to their mind. This research also enables the subject of how interested

they are on this track, and how they give attention when their teacher is

discussing.

From the foregoing justifications, the researchers would like to conduct a

research entitled “Interest Level of Computer System Servicing Students on their

Computer System Servicing Performance: A Correlation Study.

 4

Conceptual Background

As shown in figure 1, the study includes the theory “Consequently, if

interests can be developed in elementary school and early secondary school, this

might be a powerful investment for achievement gains in high school and

beyond. Only if this proves to be true, interest evidentially becomes a strong

predictor of competence development (Marsh 2005)”.

Student’s interest level was developed if it was trained since the

Elementary and High School years of the students. That is being interested in a

topic is a mental process that enhances learning, which them leads to better

performance and achievement, and legal basis. Through the process of knowing

the relationship between the interest and the academic performance the

researchers was able to know the possible effects of interest to the students.

The relationship between student’s interest level and grade performance

where determined. The gathering of data, tabulation, presentation, analysis and

interpretation are the processes involved in this work. Interest may be viewed as

essential with respect to adjustment and happiness in life. Researchers in

positive and health psychology have demonstrated that happiness and life

satisfaction are important components of wellbeing.

Based on the results of the survey, Academic Achievement Plan was the

output of the study.

 5

Theory Legal Basis

“Better achievement Consequently, if interests can be

in which ever subject developed in elementary school and
fosters academic early secondary school, this might
engagement and be a powerful investment for
interests on a general achievement gains in high school
level” and beyond. Only if this proves to be
true, interest evidentially become a
strong predictor of competence
development (Marsh et al.., 2005)

Correlation between Student’s Interest Level

and Grade Performance

Academic Achievement Plan

Figure1: Theoretical Framework of the Research Study

 6

THE PROBLEM

Statement of the Problem

The study will be conducted to assess the interest level of Computer

System Servicing students and correlate it with their academic performance.

Likewise, the study aims at finding answers to the following specific

questions:

1. What is the profile of the respondents in terms of:

1.1 Age; and,

1.2 Gender?

2. What are the respondents’ interest levels?

3. What is the grade performance of the respondents?

4. What is the relationship between the interest level and the grade

performance of the Computer System Servicing students?

5. What output can be proposed based on the result of the study?

Hypothesis

To determine the significant difference between interest level and

academic performance of the respondents, the researchers assumes these null

hypothesis tested at 0.05 level significance.

HO1: There is no significant difference between the interest level and

academic performance of the respondents.

 7

Significance of the Study

The findings of the study will benefit and give additional awareness and

information to the following entities.

Student. The students are the major beneficiary of this study for they are

the focus on it. This will help them know and analyze the relationship of their

interest to their Computer System Servicing performance.

Teachers. The teachers can also benefit with this study. This will let them

know how to deal with the interest of their students, how are they going to boost

and maintain their student’s interest.

Parents. Parents will benefit on this study. This will able them to know in

helping their children’s interest to maintain or develop it, and in analyzing the

relationship of interest to the performance of their child.

DepEd. The Department of Education can also benefit on this study. This

will help them in designing new teaching techniques in building students interest.

Future Researchers. This study will also help in analyzing between the

relationship of the performance and the interest of the student.

Scope and Limitations of the Study

This study was conducted to assess the relationship between interest

level and the performance of the Grades 11 and 12 Technical Vocational

Livelihood-Computer System Servicing subject. The study was conducted at

 8

Bartolome and Manuela Pañares Memorial National High School, Poblacion,

Barili, Cebu during the Second Semester of the School Year 2018-2019.

All other factors that may affect the grade performance of the students on

Computer System Servicing subject will be considered in the study.

 9

Chapter 2

REVIEW OF RELATED LITERATURE

The first for achievement motivation theories mentioned prior to this

section all deal primarily in the cognitive domain as they deal with goal

orientation, self-reflection, exertion of effort and other cognitive demands. But

researchers increasingly devoting more attention to the importance of interest,

emotion and affect in learning (Schunk 2008).

This article supports their research about the relationship between interest

and the performance of a student. According to it, interest will contribute to the

performance of students.

In addition, topics are better learned and remembered when presented in

connection with topics or ideas of high interests value researchers have sought

to stimulate student’s interest by presenting educational materials in more

meaningful contexts that illustrate the utility of learning or make it more

personally relevant (Hidi and Harackiewicz, 2000).

Interest may be viewed as essential with respect to adjustment and

happiness in life. Researchers in positive and health psychology have

demonstrated that happiness and life satisfaction are important components of

well-being.

With this article, it shows that interest will affect one’s performance

especially in school. Student happiness in every activity they do is an indication

that he/she is interested. Interest affects student’s performance.

 10

By examining the results shown in the table and analyzing the work

samples (Student Work Samples, 2012), it is clear that the student’s interests in

the work they are doing has a positive effect on their performance of the task.

The same with the other related literatures, this article supports our idea

about the relationship between the interest and performance. According to it,

interest influence academic achievement and learning in school.

At a fundamental level, interest is a condition in which as individual

associates the essence of certain things or situations with his needs or wants

(Kpolovie, Inter, Igho, & Okoto, 2014).

In their correlational study concerning undergraduate student interest in

Computer System Servicing and academic achievement in tertiary institutions

throughout Cross River State, Nigeria, Essien (2015).

The paradigm of Science education according to Cheng (2000), is

focussed on allowing students’ curiosity and motivation arousal so as to cause

them to think critically, investigate, explore, create, and learn. This would improve

students’ interest and performance in Science.

 11

Definition of Terms

To clearly understand the confusing words being used in this research,

researchers defined the said words for easy understanding process.

Academic. It is the courses of study to be taken in school. This may be

talking about the subjects, like Math, Science, Filipino, and English or it may

tackle about the different strands in Senior High School.

Achievement. It is something that has been accomplished. This was the

things that a person or a student in specific, wanted to do and was being

finished or achieve.

Adjustment. It is an action to be taken in order to meet the change being

performed. The adjustment can cause a negative or positive effect on the original

thing.

Communication. It is a tool or way for understanding. This is one of the

vital tool in order to approach a persons you want to socialize. This was one of

the focus in the CSS strand in the K12.

Contribute. It is what you can subsidize or give in a given situation or

thing such as developing student’s interest. In other word this refers to the effects

that can be the cause of a certain thing to change.

Correlation. It is the word being used to describe the relationships

between two matters like student’s interest and its performance. The relationship

or correlation of the said matters will lead into the view of effects disturbing it.
 12

CSS. Computer System Servicing. A course or strand in K12 that studies

about computer. This strand tackles about the study of the hardware parts and

the whole system of the computer.

Enhance. It is a change taken to develop a thing like student’s interest

and its performance. Is the type of change being taken in a positive side.

Essential. It describes how important a thing is. The value given to a

thing. Interest level is essential to grade performance.

Factors. It is something that helps produce or influence a result. Factors

can be controllable or uncontrollable. Controllable factors are the factors which

you can adjust unlike uncontrollable factors whom you can’t change.

Interest. It is the word that defines how much do you like or dislike a thing.

Interest level of the student was directly proportional to the students’ academic

performance.

Performance. It is the act of doing everyday jobs. Students’ performance

was affected by the interest level. The higher the interest level the higher will be

the academic performance of the students.

Proposed. It is to present a particular thing. The proposed output of this

research was the Academic Achievement Plan- Seminar Workshop.

Relationship. It is the connection between two things like interest level

and its performance. The certain thing may affect the other one positively or

negatively. This may be direct or indirect relationship.

 13

Satisfaction. It is an emotion of being happy or pleased. This can refer to

the grades attained by the students in their class.

Technology. It is the use of science in industry, engineering, to invent

useful things or to solve problems. The other focus of the Computer System

Servicing specifically Information Technology.

 14

Chapter 3
RESEARCH METHODOLOGY
Research Design

This study utilized the quantitative method of research, a method which

involves calculation, and statistical analysis to determine the relationship

between the interest level and the performance of students.

Moreover, the researcher had used survey questionnaires in order to

gather the needed information.

Environment

This study was conducted In Bartolome and Manuela Pañares Memorial

National High School, Senior High Campus, Poblacion, Barili, Cebu.

Figure 3, shows the location of the study. The Senior High Department is

composed of one, 2-story building and a 4-story building. The tool instrument of

the research was then given to the Grade XI and XII Computer Servicing System

students. The first building was occupied by Grade XI students. It is a two story

building and composed of six classrooms. On the ground floor we have

Humanities and Social Sciences II, Humanities and Social Sciences I and Breed

and Pastry Production. Respectively, while on the second floor we have General

Academic Strand, Computer System Servicing and Humanities and Social

Sciences III. The next building was a four story building and was occupied by the

Grade XII students. The ground floor was composed of the Cookery Laboratory,

Faculty Room, and the Assistant Principals Office. On the second floor we have
 15

the Clinic, Library and the Computer Laboratory. The third floor was occupied by

Housekeeping, Humanities and Social Sciences I and Humanities and Social

Sciences II and on the last floor we have Cookery, Computer System Servicing

and General Academic Strand.

 16

Figure 2
Location of the Study
 17

Research Respondents

The focus of this study was on the Computer System Servicing students of

Bartolome and Manuela Pañares Memorial National High School. It was then the

great intention of this research that the numerous numbers of respondents must

be considered so that validity and reliability of the study will be determined and

established.

Table 1
Distribution of the Respondents

Grade Level Male Female Total Population

XI 13 9 22

XII 9 13 22

Total 22 22 44

Flow of the Study

As shown in figure 1, the input of the study includes the theories, and legal

basis. The relationship between student’s interest level and grade performance

where determined. The gathering of data, tabulation, presentation, analysis and

interpretation are the processes involved in this work.

Based on the results of the survey, an Academic Achievement Plan was

the output of the study.

 18

INPUT PROCESS OUTPUT

-Respondents The relevant data

Level of interest will be:
- gathered
-Academic - classified
Performance of - tabulated
the Students - computed
- analyzed Academic
-Factors - interpreted Achievement
Affecting Student’s Plan
Interest Using different (seminar workshop)

treatments:
- Relationship - Simple
Between Interest Percentage
Level and Academic - Mean
Performance Percentage
Score
- Spearman
rho

Figure 3
Flow of the Study
 19

Procedure for Gathering Data

Upon the official approval of the research topic and the research problems

by the Thesis Committee, the researcher undertook the following activities and

the basis of the advice of the members of the committee.

Preliminary Preparation. Permission to conduct the study was requested

from the school principal, Dr. Carmelito Vicentillo Ed.D. A copy of the approved

request was then presented by the researchers to the Computer System

Servicing Grade XI and XII students, which will be the respondents of the study

and asked for their kindness to cooperate with the researcher to let the

respondents participate actively in the data-gathering process.

Administration of the Questionnaires. The researchers, personally

administered the survey questionnaire to the respondents after a short

orientation with them regarding the study.

Retrieval of the Questionnaires. The questionnaires were collected right

after the allotted time for answering.

Instrument

The research data was gathered through the use of survey

questionnaires. Respondents’ grades were also used for further analysis.

 20

Treatment of Data

The data gathered from the questionnaires was tabulated, analyzed and

subjected to the following treatment and scoring procedures:

1. Descriptive Statistics – This includes frequency distribution and

percentage to analyze the profile of the respondents.

2. Weighted Arithmetic Mean – This is done by using the formula

❑

Formula: Weighted Mean ( frequency ) (P) ∑ fx

¿ ∨x= ❑
N N

3. Spearman rho (rs) - a formula that defines the coefficient of correlation

between interest level and academic performance.

Formula: rs = 1- 6ƩD2
N3 – N

All statistical computation was set at a 0.05 and 0.01 level of significance.

This was the basis for the rejection or acceptance of the null hypothesis.

Scoring was done in this way:

Range Weight Level

4.50-5.00 5 Strongly Agree

3.50-4.49 4 Agree

2.50-3.49 3 Sometimes

1.50-2.49 2 Disagree
 21

1.00-1.49 1 Strongly Disagree

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of

data from the results gathered from the questionnaires given to the respondents.

The data look for the relationship and effects of the interest level towards

student’s academic performance among the grades eleven and twelve students

of Computer System Servicing in Bartolome and Manuela Pañares Memorial

National High School, school year 2018 – 2019.

For better interpretation and analysis of data, tables were used by the

researchers. This study had four parts.

Part I, contains Tables 2 and 3 that answered the question 1 which

discussed about the respondent’s demographic background: age, gender and the

student’s grade level.

Part II, incorporates Tables 4 and 5 that answered question number 2

which talked about the respondent’s interest level in Computer System Servicing.

Part III, contains Tables 6, 7, 8 and 9 that responded the question 3 about

the academic performance of grades eleven and twelve.

Part IV, incorporates Tables 10, 11, 12 and 13 that disclosed the results

for the question number 4 which was all about the effects of student’s interest

level towards grade or academic performance.

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DEMOGRAPHIC BACKGROUND OF THE RESPONDENTS

This part explains the profile or demographic background of the

respondents, age, gender and grade level. This covers the frequency of

respondents with the ages 15, 16, 17, 18 and above with its corresponding

percentage.

Table 2 showed the number and percentage of the age presented

vertically and gender in horizontal.

Table 2
Gender and Age of the Respondents

15 16 17 18 and
AGE FREQUENC FREQUENC FREQUENC ABOVE PERCENTAG
Y Y Y TOTA E
FREQUENC OF GENDER
(f) (f) (f) Y L
(%)
GENDER (f)

Male 0 1 4 17 22 50

Female 0 1 5 16 22 50

Others 0 0 0 0 0 0

TOTAL 0 2 9 33 44

0 4.50 20.50 75 100

PERCENTA
GE
OF AGE (%)

Age
 23

This refers to the time of life which a person has lived. This study covers

ages 15, 16, 17, 18 and above.

Gender

The state of being male or female. Based on distinguishable

characteristics as shape, social rank, manner of existence, or sex.

Based on the data presented in Table 2, there were 22 male respondents

and 22 female. Out of 22 male respondents 17 of it were 18 years old and above,

4 were 17 years old while only 1 of the male respondents was 16 years old. On

the female respondents there are a total of 16 of which are 18 years old and

above, then 5 are 17 years old and only 1 female respondents are 16 years old.

There are a total of 44 respondents from Grades 12 and 11 Computer System

Servicing.

The researchers then found out that 75% of the students taking up

Computer System Servicing are at age of 18 years old and above. Age was then

considered to affect the student’s interest level. The older the student the greater

was the level of interest. The respondents aging 18 years old and above

possessed a higher interest level compared to the respondents aging 15, 16 and

17. This cases happened due to the time in which the interest level developed.

This was then proved according to Hofer (2012), posits that age plays a

critical role in the development of personal interest. He believes it may grow or

decline over the years. The older the respondents age the greater chance he/she
 24

will have a higher interest level on said subject which the contributed to the

respondents grade performance.

Grade Level

A classification of students in school regarding with the years they are

studying.

Table 3 displays the number of respondents in each grade level and the

corresponding percentage in each quantity to the total number of respondents

which was forty-four.

Table 3
Grade Level of the Respondents

GRADE FREQUENCY PERCENTAGE

LEVEL (f) (%)

Grade Eleven 22 50
(11)

Grade Twelve 22 50
(12)

Total 44 100

Table 3 shows that there were a total of 22 or 50% Grade 11 respondents

while the other 22 or 50% remaining are all Grade 12.

Based on the study of Valerie J. Easton and John H. McColl, we select a

group of subject (a sample) for study from a larger group (a population). Each
 25

individual is chosen entirely by chance of being included in the sample. Every

possible sample of a given size has the same chance of selection.

Upon analyzing the results in Table 3, researchers concluded that the

number of respondents must represent the whole population. The total number of

the respondents must be equal in each grade level. The total number of

respondents must also 75% of the total population to present the majority

number and to present a more valid and concrete evidence.

RESPONDENTS’ LEVEL OF INTEREST

This part was composed of Tables 4 and 5 that described the interest level

of the respondents. It includes frequency and percentage of the total number in

each rating. It was the composed of ten statements that described the

respondent’s interest level.

Level of Interest

This measures how devoted a person is towards a certain thing or activity.

The person’s level of interest may decrease or increase due to the factors

affecting it (e.g. friends, parents and other things around).

Table 4 was composed of ten statements that are rated by the

respondents from 5 (strongly agree), 4 (agree), 3 (sometimes), 2 (disagree) and

1 (strongly disagree).
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Table 4
Respondent’s Level of Interest
(f- frequency, %- percentage)
5 4 3 2 1 TOTAL

STATEMENTS
(f) (%) (f) (%) (f) (%) (f) (%) (f) (%) (f) (%)
1. I am motivated to
attend my class
because this is
my preparation for
18 40.91 23 52.27 2 4.55 1 2.27 0 0 44 100
my dream job.

2. I love to
participate in
every activity 10 22.73 17 38.64 17 38.64 0 0 0 0 44 100
about Computer
System Servicing
3. I am eager to learn
new topics
regarding my 10 22.73 24 54.55 8 18.18 1 2.27 1 2.27 44 100
major subject.
4. I never skip
classes in
Computer System 11 25 12 27.27 16 36.36 3 6.82 2 4.55 44 100
Servicing.
5. I become
competitive in my
class because I
want to excel on
10 22.73 18 40.91 14 31.82 1 2.27 1 2.27 44 100
it.

6. I felt bored during

my Computer
System Servicing. 0 0 3 6.82 22 50 15 34.10 4 9.10 44 100

7. I cut classes
especially during
Computer System 1 2.27 2 4.55 9 20.45 9 20.45 23 52.27 44 100
Servicing.
8. I usually fell
sleepy in the
Computer System 3 6.82 2 4.55 13 29.55 18 40.91 8 18.18 44 100
Servicing.
9. I failed in my
Computer System
Servicing subject
because I don’t
2 4.55 1 .27 5 11.36 12 27.27 24 54.55 44 100
make projects and
outputs.
10. I got low scores
because I don’t
listen during 1 2.27 4 9.10 13 29.55 10 22.73 16 36.36 44 100
 27

discussion.

Total
66 10 119 70 79 440 100
6

Out from the data gathered by the researchers presented in Table 4 about

the interest level of the respondents, the first 5 questions (1-5) were strongly

agreed or agreed by the respondents. Almost all of them rated the first 5

questions from 3-5. There were only a least number of respondents who rated it

2-1. The remaining 5 questions (6-10) were stood oppositely by the respondents

compared to the first 5 questions. Almost all of them strongly disagreed and rated

each statement from 3-1. Just a few of them agreed or strongly agreed with the

last 5 questions.

According to Brewster and Fager (2005) by middle school, lack of interest

in schoolwork becomes increasingly apparent in more and more students, and by

high school, as dropout rates attest, too many students are not sufficiently

motivated to succeed on school.

Respondent’s level of interest was the concrete basis for their academic

performance rating. Respondent’s academic performance reflected their level of

interest in Computer System Servicing. If the Academic performance of the

respondents was outstanding then the level of interest was probably high unless

it was affected by the Teacher factor.

 28

Table 5 presented the percentage of total frequency in each rating. The

data were used for analyzing and interpreting the respondent’s level of interest in

Computer System Servicing.

Table 5
Percentage of the Total Frequency
In Each Rating

RATING FREQUENCY PERCENTAGE

(f) (%)

5 66 15

4 106 24.09

3 119 27.05

2 70 15.91

1 79 17.95

TOTAL 440 100

Table 5 showed there that 24.09% and 15% or 106 and 66 statements

respectively, were strongly agreed and agreed by the respondents. The result

was then related to the respondent’s interest level and answered the question 2,

which asked the respondents’ level of interest.

Respondents were interested with an average of 39.09% with their major

subject Computer System Servicing. Only 15.91% and 17.95% of the

 29

respondents stated that they disagreed or strongly disagreed the statements

being showed. A total of 33.86% were uninterested if being related with the

respondent’s interest level.

Upon analyzing the results gathered, the researchers then thought that

there were factors affecting the respondent’s interest level: teachers, peers, and

parents. Teachers affect student’s interest because they are the one who taught

the students. The way they taught will affect the interest level of their students.

Peers also affect one’s interest. Sometimes students made decisions based on

what their friends chose thus affecting their interest on a particular thing. Parents

also contribute with the interest level of the students because they are the one

guiding their children, their opinions was primarily considered by the child and

thus affecting the interest.

As based on the study of Berge and Huang (2004,8), McCubbin (2003,2),

shows that student’s pre-entry college attributes such as family background,

academic ability, race, sex and prior school. The other common beliefs of this

theorists are that peer support, academic performance, the student’s level of

satisfaction with the institution might play a role in retention of students interest.

ACADEMIC PERFORMANCE OF THE RESPONDENTS

The following information and data being showed discussed about the

academic performance of the respondents. There were separated table intended

for Grade 11 and for Grade 12. The respondents rated their grades in each

subject from Outstanding (O,90-100), Very Satisfactory (VS,85-89), Satisfactory

 30

(S,80-84), Fairly Satisfactory (FS,75-79) and Did Not Meet Expectations

(DNME,75 and below).

Academic Performance

It is the rating given by the teachers or coaches to their students. The

academic performance of the respondents was then analyzed to know the

correlation on it to the interest level of the students.

Table 6
Academic Performance of Grade 11
(f- Frequency, %- Percentage)
FAIRLY DID NOT
OUT- VERY SATIS- SATIS- MEET
STANDING SATIS- FACTORY FACTORY EXPEC-
SUBJECTS (O) FACTORY (S) (FS) TATION TOTAL
(VS) (DNME)
(f) (%) (f) (%) (f) (%) (f) (%) (f) (%) (f) (%)

COMPUTER
SYSTEM
SERVICING
3 13.64 4 18.18 6 27.27 9 40.91 0 0 22 100

KOMUNIKASYON
SA PANANALIKSIK
SA WIKA AT
KULTURANG 2 9.10 9 40.91 8 36.36 3 13.64 0 0 22 100
PILIPINO

PHYSICAL
EDUCATION 5 22.73 10 45.45 5 22.73 2 9.10 0 0 22 100

INTRODUCTION
TO THE
PHILOSOPHY
OF THE HUMAN 4 18.18 4 18.18 10 45.45 4 18.18 0 0 22 100
PERSON
 31

TOTAL 14 27 29 16 0 88 100

Table 6 described the grade performance of the respondents with their

core subjects in Computer System Servicing during the 2nd Grading of the

school year 2018-2019.

The data above were used by the researchers to evaluate and interpret

the results that will answer the question 3 about the grade performance of the

respondents.

Based on Table 6 that showed the academic performance of the Grades

Eleven, there were a bigger number of Grade 11 respondents who got a rating of

Very Satisfactory (FS) and Satisfactory (S) 27 and 29 in their grades compared

to the other rating which was 14-Outstanding (O), 16- Fairly Satisfactory (FS),

and 0- Did Not Meet Expectations (DNME). There were a total of 59.09% who

said they got a rating of 80 & above on their grades with their core subjects.

It was then analyzed that the grade performance of the respondents was

based on their interest level as stated on the study of (Hargrove, 2005) that the

student’s interest is a factor in motivation and success. As the students of Grade

11 give off a high interest level on the subject Computer System Servicing they

have got a high grades on the subject.

 32

The grades of the respondents were considered to be the most concrete

and valid evidence on their level of interest, but some cases the Teacher factor

affected the validity of the grades as evidence on the effect of interest to the

respondents because of the standards of teachers in rating their students.

Table 7 presented the frequency and percentage of each academic

performance rating. The data were used by the researchers in interpreting the

academic performance of Grade 11 in Computer System Servicing.

Table 7
Percentage of the Total Frequency in each
Academic Rating in Computer System Servicing

FREQUENCY PERCENTAGE
PERFORMANCE (f) (%)

Table 7 OUTSTANDING (O) 3 13.64

showed the
VERY 4 18.18
SATISFACTORY (VS)

SATISFACTORY (S) 6 27.27

FAIRLY 9 40.91
SATISFACTORY (FS)
DID NOT
MEET 0 0
EXPECTATION
(DNME)

TOTAL 22 100

percentage in each rating with the major subject (Computer System Servicing) of

Grade 11 respondents. The twenty- two Saint Anastasia respondents got an

 33

average of 13.64% Outstanding (O) rating, 18.18% got a Very Satisfactory rating

and 27.27% got a Satisfactory to sum up 59.09% of the Grade 11 students got a

grade of 80 and above.

Grade 11 students proved that their high level of interest as shown in

Table 4, resulted into a positive effect on their academic performance. Their high

interest resulted into a better or higher grade performance. Although there were

40.91% who got a low rating, still the majority of the respondents proved and

showed how interested are they on Computer System Servicing. Majority number

of the respondents was always considered to present a valid and concrete result.

Proven by the study of (Hardr, Sullivan, and Crowson, 2009) which stated

that when students saw value and relevance in what they were learning and how

it could help achieve their goals, they were more likely to have increase interest,

put forth effort, and graduate-going on to post-secondary opportunities.

On the Table 8, it was presented there the academic performance of the

Grade 12 with their core subjects and in Computer System Servicing. The data

presented were used in the next table for interpreting and analyzing the

academic performance of Grade 12 respondents.

The following data that were showed in Table 8 were the grade

performance of Grade 12 respondents with their core subjects in Computer

System Servicing during the 2nd Grading of the school year 2018-2019 where the

researchers found out that almost all of the Grade 12 respondents got an

Outstanding (O) or Very Satisfactory (VS) rating on their grades in 2nd grading.
 34

An average total of 72.73 % Grade 12 respondents got an 80-100 rating

with their grades in Computer System Servicing (CSS). This was caused by the

high interest level of the respondents that pushed them to became more

motivated to excel in their major subject. To do the their tasks excellently and

giving them the eagerness to aim for the higher grades.

Table 8
Academic Performance of Grade 12
(f- Frequency, %- Percentage)
FAIRLY DID NOT
OUT- VERY SATIS- SATIS- MEET
STANDING SATIS- FACTORY FACTORY EXPEC-
SUBJECTS (O) FACTORY (S) (FS) TATION TOTAL
(VS) (DNME)
(f) (%) (f) (%) (f) (%) (f) (%) (f) (%) (f) (%)

COMPUTER
SYSTEM 3 13.64 5 22.73 8 36.36 6 27.27 0 0 22 100
SERVICING

MEDIA AND
INFORMATION 10 45.45 9 40.91 3 13.64 0 0 0 0 22 100
LITERACY

PERSONAL 7 31.82 5 22.73 10 45.45 0 0 0 0 22 100

DEVELOPMENT

INTRODUCTION
TO THE PHILOSOPHY
OF THE HUMAN
PERSON 9 40.91 8 36.36 5 22.73 0 0 0 0 22 100

PHYSICAL 15 68.18 4 18.18 3 13.64 0 0 0 0 22 100

EDUCATION

TOTAL 44 31 29 6 0 110 100

The researchers originate with the idea that the interest level will pushed

the motivation of the respondents to became more willing to take challenges,

thus resulting into a high or outstanding grade in Computer System Servicing.

 35

Interest level as being discussed above, it was not the same with motivation but it

affects the level of motivation. The more interested the student was, the more

motivated and the higher academic performance gained.

This result in Table 8 supported the data gathered in Table 7 as based on

the study conducted by Dai and Wand (2006) which stated that such a steps in

the study of (Hardr, Sullivan, and Crowson, 2009) we lead to increase student’s

motivation, performance and success.

The data in Table 9 were the percentage of total frequency in each

academic rating in every core subject of the Grade 12 respondents. It was then

used by the researchers in analyzing and interpreting the results gathered.

Table 9
Percentage of the Total Frequency in each
Academic Rating in Computer System Servicing

RATING FREQUENCY PERCENTAGE

(f) (%)

OUTSTANDING (O) 3 13.64

VERY 5 22.73
SATISFACTORY (VS)

SATISFACTORY (S) 8 36.36

FAIRLY 6 27.27
SATISFACTORY (FS)
DID NOT
MEET 0 0
EXPECTATION
(DNME)

TOTAL 22 100
 36

As shown in Table 9 a high percentage of the Grade 12 respondents got a

rating. It was a total of 72.73% or almost 75% of the total population of Grade 12

respondents proved that their high interest resulted in better grades. The result

was proportion to the interest level of the respondents. Same as the Grade 11

students, the Grade 12 also exerted a very high interest level as shown in Table

4, making a direct effect on their academic performance.

In other words as the interest level of the respondents increases, the

academic performance also increases and resulted in a high or outstanding

grades. It can also happen oppositely, if interest was low then academic

performance also decreases and the respondents got an negative rating of their

grades.

Based on the study of (Harackiewicz, Barron, Tauer, Carter, & Elliot,

2000), mastery goals were more prized in the literature because of their direct

correlation to interest and intrinsic motivation, which was believed to be indicative

of achievement.

EFFECTS OF STUDENT’S INTEREST TOWARDS

ACADEMIC PERFORMANCE

This part explains the effects of student’s interest towards

academic performance. The results will be then analyze to answer question

number 4, “What is the correlation between the interest level and the grade

performance.
 37

Correlation

A relation existing between phenomena or things or between

mathematical or statistical variables which tend to vary, be associated, or occur

together in a way not expected on the basis of chance alone.

Table 10 were composed of statements being rated by the respondents

from 5 (Strongly Agreed), 4 (Agreed), 3 (Sometimes), 2 (Disagreed) and 1

(Strongly Disagreed).

The Table 10 presented the gathered data about the correlation between

interest level and academic performance of the respondents. It was composed of

ten statements which aim to know the relationship between academic

performance and interest level.

Being supported by the study of Schunk 2008 which stated that interest

has an effect on motivation as it leads the individual to willfully engage in an

activity. Researchers are increasingly devoting more attention to the importance

of interests, emotion and affect in learning.

The results showed that the respondents agreed or strongly agreed that

the said things. The statement 1 stated directly the effect of the interest towards

the academic performance of the respondents and it was strongly agreed by the

respondents, with just the result being showed in the the researchers then

concluded that the interest really affects the grades or academic performance of

the respondents. Thus, interest level and academic performance were proportion

with each other.

 38

Table 10
Effects of Student’s Interest Level
Towards Academic Performance
5 4 3 2 1 TOTAL
STATEMENTS
(f) (%) (f) (%) (f) (%) (f) (%) (f) (%) (f) (%)
1. The more interested
the student is, the
higher will be their
grades. 26 59.10 10 22.73 4 9.1 3 6.82 1 2.27 44 100

2. The students
become more
engaged to the
subject if they are 18 40.91 16 36.36 6 13.64 3 6.82 1 2.27 44 100
interested.
3. The process of
learning became
easier and faster if
the student is 18 40.91 18 40.91 7 15.91 1 2.27 0 0 44 100
interested.
4. Due to the student’s
high interest level,
they don’t feel tired,
instead they became
more eager to finish 12 27.27 19 43.18 9 20.45 4 9.10 0 0 44 100
the task.
5. If they are
interested, their
willingness to take
the challenge 16 36.36 20 45.45 4 9.10 3 6.82 1 2.27 44 100
became stronger.
6. Their lack of interest
towards Computer
System Servicing
became the reason
for them to have 10 22.73 14 31.82 7 15.91 9 20.45 4 9.10 44 100
failing grades.
7. Interest is directly
proportional to
student’s
performance 10 22.73 18 40.91 12 27.27 2 4.55 2 4.55 44 100
 39

8. Your performance in
Computer System
Servicing is a
concrete evidence of
how interested you 19 43.18 13 29.55 7 15.91 4 9.10 1 2.27 44 100
are on the subject.
9. The subject itself
Computer System
Servicing may also
contribute in the
student’s level of 11 25 26 59.10 5 11.36 1 2.27 1 2.27 44 100
interest.
10. Interest defines how
devoted a person on
a particular matter.
14 31.82 14 31.82 12 27.27 4 9.10 0 0 44 100

Total
154 168 73 34 11 44 100
0

The percentage of the total frequency in each rating was shown in Table

11. The data were used by the researchers to interpret the results with the effects

of student’s interest on the academic performance and then linked it to the

correlation of the interest level towards the academic performance of the

respondents presented in Table 12. Many of the statements presented were

rated 4 or agreed by the respondents. It came with a sum of 168 or 38.18% out

of the total 440.

Table 11
Percentage of Total
RATING FREQUENCY PERCENTAGE Frequency
(f) (%) In Each Rating

5 154 35

4 168 38.18

3 73 16.59 Therefore interest had

really affected student’s

2 34 7.73

1 11 2.5

TOTAL 440 100

 40

academic performance. The interested the student was, the better performance

was exerted or vice-versa. Interest then was directly proportional to the student’s

academic performance. Academic performance was better if the interest level of

the student was high and if interest level was low then student’s academic

performance was bad or low.

Based on study of (Marsh et al..,2005) consequently, if interests can be

developed in elementary school and early secondary school, this might be a

powerful investment for achievement gains in high school and beyond. Interest

evidentially became a strong predictor of competence development.

Question 4, which was all about the relationship between interest and

academic performance, it was then answered with the results presented above.

Table 12 presented the correlation between interest level and grade

performance of the Grade 11 respondents in Computer System Servicing being

computed through the Spearman rho (rs), a formula that defines the coefficient of

correlation between interest level and academic performance.

Working out with the correlation between Interest Level and Academic

Performance of the Grade 11 respondents using Spearman rho (r s).

rs = 1- 6ƩD2 = 1 - 0.06354601919819
N3 – N

= 1 - 6(112.54) rs = 0.936453980801 or 0.94 (very high relationship)

(22)3 – 22

= 1 - 675.24
10648 –22
 41

= 1 - 675.24
10626

Table 12
Correlation between Interest Level and
Academic Performance of Grade 11 in
Computer System Servicing

INTEREST ACADEMIC
RESPONDENTS LEVEL PERFORMANCE RX RY D D2
(0-100%)
1 90 94 1.5 2 -0.5 0.25
2 50 78 17.17 17.5 0.33 0.11
3 90 95 1.5 1 0.5 0.25
4 80 87 3.25 5.5 -2.25 5.06
5 70 83 7.20 9 -1.8 3.24
6 70 81 7.20 12 -4.8 23.04
7 80 87 3.25 5.5 -2.25 5.06
8 70 82 7.20 10.5 -3.3 10.89
9 60 79 12.20 14.33 -2.13 4.54
10 60 79 12.20 14.33 -2.13 4.54
11 60 79 12.20 14.33 -2.13 4.54
12 70 85 7.20 7 0.20 0.04
13 80 90 3.25 3 0.25 0.06
14 50 75 17.17 22 -4.83 23.33
15 70 84 7.20 8 -0.80 0.64
16 80 88 3.25 4 -0.75 0.56
17 50 77 17.17 19.5 -1.33 1.77
18 50 76 17.17 21 -3.83 14.67
19 50 77 17.17 19.5 -1.33 1.77
20 50 78 17.17 17.5 -0.33 0.11
21 60 80 12.20 13 -0.80 0.64
22 60 82 12.20 10.5 1.7 2.89
ƩD= 2
112.54

The rs value obtained in Grade 11 results was 0.94 which denotes very

high relationship. This means the higher the interest level, the higher was the

academic performance; the lower the interest level, the lower was the academic

performance. By referring to the table of critical values at 0.01level with N=22

 42

and 0.05 with N=22; the tabulated value was: 0.01= 0.508; 0.05= 0.359. The

computed value, 0.94 was higher than the tabulated value at 0.01 and 0.05 level;

hence the result was significant both at 1 percent and 5 percent.

Table 13
Correlation between Interest Level and
Academic Performance of Grade 12 in
Computer System Servicing

INTEREST ACADEMIC
RESPONDENTS LEVEL PERFORMANCE RX RY D D2
(0-100%)
1 100 97 1.5 1 0.5 0.25
2 50 78 17.17 17.25 -0.08 0.01
3 70 85 5.17 8 -2.83 ‘8.01
4 50 77 17.17 21.5 -4.33 18.75
5 60 82 11.17 14.33 -3.16 9.99
6 100 95 1.5 3 -1.5 2.25
7 80 87 4 6 -2 4
8 70 83 5.17 12.5 -7.33 53.73
9 70 84 5.17 9.33 -4.16 17.31
10 60 82 11.17 14.33 -3.16 9.99
11 50 77 17.17 21.5 -4.33 18.75
12 50 78 17.17 17.25 -0.08 0.01
13 90 96 3 2 1 1
14 70 86 5.17 7 -1.83 3.35
15 60 84 11.17 9.33 1.84 3.39
16 60 83 11.17 12.5 -1.33 1.77
17 50 78 17.17 17.25 -0.08 0.01
18 60 82 11.17 14.33 -3.16 9.99
19 70 88 5.17 5 0.17 0.03
20 70 89 5.17 4 1.17 1.37
21 60 84 11.17 9.33 1.84 3.39
22 50 78 17.17 17.25 -0.08 0.01
ƩD= 2
167.36

Same with Table 12, the Table 13 presented the correlation between

interest level and grade performance of the Grade 12 respondents in Computer

System Servicing being computed through the Spearman rho (r s).

 43

Working out with the correlation between Interest Level and Academic

Performance of the Grade 12 respondents using Spearman rho (r s).

rs = 1- 6ƩD2
N3 – N

= 1 - 6(167.36)
(22)3 – 22

= 1 - 1004.16
10648 – 22

= 1 - 1004.16
10626

= 1 – 0.09450028232637

rs = 0.90549971767363 or 0.91 (very high relationship)

By referring to the table of critical values at 0.01level with N=22 and 0.05

with N=22; the tabulated value was: 0.01= 0.508; 0.05= 0.359. The computed

value, 0.91 was higher than the tabulated value at 0.01 and 0.05 level; hence the

result was significant both at 1 percent and 5 percent. The r s value obtained in

Grade 12 results was 0.91 which denotes very high relationship. This means the

higher the interest level, the higher was the academic performance; the lower the

interest level, the lower was the academic performance. The null hypothesis was

then rejected in both Grades 11 and 12.

The Tables 12 and 13 proved that there was a very high relationship

between interest level and the academic performance of the respondents or

students of Bartolome and Manuela Pañares Memorial National High School.

This interest level can be affected by many factors like teachers, parents, peers
 44

and other surrounding people. Interest level had a very great impact of the

student’s academic performance. Based on the result interpreted by the

researchers, the higher the interest level, the higher was also the academic

performance same as, the lower the interest level, the lower was the academic

performance.

Based on the study conducted by the Work Sample 2012, it was clear that

the student’s interest in the work they are doing has a positive on their

performance of the task, the interest of the respondents had a direct impact to

the academic or grade performance. In other words, interest level was directly

proportional to the academic performance.

 45

Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with the summary, findings, conclusions and

recommendations of the study. Recommendations were given by the researchers

for more effective usage of the study.

The presentation run was based on the flow of specific problems found in

Chapter 3.

Summary

This study evaluated the correlation between interest level and the

academic performance of the Grade 11 and 12 students in their major subject

Computer System Servicing of Bartolome Manuela Pañares Memorial National

High School, Poblacion, Barili, Cebu for the school year 2018 up to 2019 with the

aim of proposing an Academic Achievement Plan. It make use of the quantitative

method with the use of questionnaires in gathering the needed data. Frequency

of Correct Response (FCR), Mean Percentage Score (MPS) and Spearman rho

were used in analyzing the results. There were 44 respondents from Computer

System Servicing Grade 11 Saint Anastasia and Grade 12 Saint Joseph.

Precisely, this study answered the respondents’ demographic background,

interest level, respondent’s academic performance and the effects of student’s

interest towards academic performance. Furthermore, it answered the correlation

 46

between interest level and academic performance of the students. An Academic

Achievement Plan was the output of study based on the results gathered.

Findings

Based on the data gathered, classified, tabulated, computed and

interpreted, the following findings were drawn.

From the result in the part I of the study, demographic background of the

respondents, it was shown there that interest level can be strengthen with age.

The result of the interest level questionnaires showed that the

respondents have a high interest level in Computer System Servicing as they

rated the ten statements.

Student’s academic performance, the grades 11 and 12 were almost 80

and above in the 2nd grading of the school year 2018-2019.

Interest level is directly proportional to the student’s academic

performance as being shown in the effects of student’s interest towards

academic performance questionnaires.

Conclusions

The following conclusions are drawn based on the findings of the study:

Age can strengthen the interest level of the students.

The interest level of the respondents really affects their academic

performance and was directly proportional to it.

 47

An academic achievement plan can be a helpful tool in boosting and

developing student’s interest level in Computer System Servicing.

Recommendations

Based on the findings and conclusions presented, the following

recommendations are suggested by the researcher:

1. It is recommended that an academic achievement plan must be

provided.

2. It is recommended especially for teachers to have a deeper

understanding on how to develop student’s interest level.

3. It is recommended to consider also the factors affecting student’s

interest level for profounder knowledge.

 48

OUTPUT OF THE STUDY

ACADEMIC ACHIEVEMENT PLAN (SEMINAR WORKSHOP) FOR COMPUTER

SYSTEM SERVICING STUDENTS OF BARTOLOME AND MANUELA

PANARES MEMORIAL NATIONAL HIGH SCHOOL

MARK LLOYD CABATUAN

KRYSTAL JAYNE ALLEGO
ROWDALE BAQUIANO
JOHN CLIFFORD TIPAY
WENDEL ABARQUEZ
LESTER TENEBROSO
ANNA MAE PASON
MARIANE CAMPITA
CRISTINA AMPER
JACK CARREON
JAMES GOLES

MARCH 08-09, 2019

 49

Chapter 6

PROPOSED ACADEMIC ACHIEVEMENT PLAN (SEMINAR WORKSHOP)

FOR COMPUTER SYSTEM SERVICING STUDENTS

Rationale

Nowadays, the students made their choices not by their own will but in

concern with their parents’ decisions or by peer pressure. Thus students in

Senior High School were enrolled in a wrong track that affected their interest

level in the subjects/ major. The students got a low grade performance because

they lack of performance on the strand they were in. They usually found the

subjects difficult and effortful to handle.

In support of the Department of Education campaign in encouraging every

student to become interested and learn from their chosen strands despite of

some wrong decisions they’ve made, these Academic Achievement Plan were

design to help every Computer System Servicing students in boosting their

interest level. This output were composed of lectures that tackles about the

factors affecting student’s interest level and how to develop one’ interest.

Objectives

This proposed Academic Achievement Plan aim to let every students

know the relationship between interest level and academic performance.

Specifically, it aims to

1. To know what is Interest.

 50

2. To know the factors affecting student’s interest level.

3. To evaluate the effects of interest towards academic performance.

4. To discuss the relationship between interest level and the academic

performance.

5. To assess the students on how to develop their interest level through

formulating techniques in boosting one’s interest.

SCHEME OF IMPLEMENTATION

To make use of the Academic Achievement Plan, the scheme of

implantation follows proper communication. First, the researcher will present the

output to the school principal of Bartolome and Manuela Pañares Memorial

National High School. A special session will be then called out involving all

Computer System Servicing teachers. Right after the researcher would provide

the overview of the study to inform the recipient of its objective. Finally, the use of

this activities will be implemented and will be used for teaching.

 51

OUTPUT OF THE STUDY

ACADEMIC ACHIEVEMENT PLAN

SEMINAR WORKSHOP

Date: March 08, 2019 (Thursday)

Venue: Poblacion, Barili Gymnasium
Matrix
RESOURC SOURCE
TIME OBJECTIVES TOPIC E OF FUND REMARKS
SPEAKER

8:00-9:00a.m Registration of ________ ________ Solicitation Accomplished

Participants

9:00-9:15a.m Break Break Break Break Break

Opening Program Academic

The students were Achievement Plan: Ms. Suzzette
expected to fully Boosting Student’s Dioquino
understand the Interest, Factors
purpose of Affecting It, and
conducting this The Correlation of (Grade 11
9:15-12:00p.m HUMSS 1 Solicitation Accomplished
study and how can Interest and Adviser)
they benefit from it. Academic
Performance

12:00-1:00p.m Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break

The students will Goal Setting

able to know what Knowing what is Mr. John F.
is Interest, the Interest, Its Andrada
factors affecting it, importance, and
1:00-2:45p.m and how it the effects on it to Solicitation Accomplished
contributes to the the academic (Grade 12
HUMSS 1
academic performance of Adviser)
performance of the students
respondents

2:45-3:00p.m Break Break Break Break Break

Reasons of Being
To let every interested or
students apprise uninterested in
CSS Mrs. Geraldine
the factors Desacamento
3:00-5:00p.m affecting their Solicitation Accomplished
Interest Level Self-Aspects
 52

associated with
interest level

Date: March 09, 2019 (Friday)

Venue: Poblacion, Barili Gymnasium

Matrix
RESOURCE SOURCE
TIME OBJECTIVES TOPIC SPEAKER OF FUND REMARKS

8:00-9:00a.m Registration of ________ ________ Solicitation Accomplished

Participants

9:00-9:15a.m Break Break Break Break Break

Prayer
The students will Defining owns Ms. Merry Rose
be able to know Academic Maramara
and assess their Performance in
9:15-12:00p.m academic Computer System Solicitation Accomplished
Servicing (CSS 12 & 11
performance Teacher

12:00-1:00p.m Lunch Break Lunch Break Lunch Break Lunch Break Lunch Break

The students were Knowing owns

expected to deeply interest level Mrs.Vanessa
understand their Sharing Activity Luna
own interest level Who influences the
and how they most in your
should deal with it. interest (Grade 12
1:00-2:45p.m Housekeeping Solicitation Accomplished
They were also (Self-assessment) Adviser)
expected to know
the factors affecting Classifying factors
their interest level affecting student’s
interest level

2:45-3:00p.m Break Break Break Break Break

In order for the Presentation of

researchers to Learnings Ms. Suzzette
know how far did Dioquino
the respondents
already know about Solicitation Accomplished
the Interest and Acknowledgements (Grade 11
3:00-5:00p.m and HUMSS 1
Academic Adviser)
Performance Closing Remarks
 53

BIBLIOGRAPHY
 54

Bibliography

Bennett, R. 2003. Determinants of undergraduate student drop out rates in a

university Business Studies Department. Journal of Further and Higher
Education 27 (2): 123-141.

Berge, Z. L. and Y-P. Huang. 2004. A model of sustainable student retention: A

holistic perspective on the student dropout problem with special
attention to e-learning. DEOSNEWS 13 (5): 1-26. Available at:
www.ed.psu.edu/acsde/deos/deosnews. Retrieved on 25 May 2005.

Hardr, P., Sullivan, D., & Crowson, H. (2009). Student characteristics and
motivation in rural high schools. Journal of Research in Rural Education,
24(16), 1-19.

Hargrove, K. (2005). What’s a teacher to do? Gifted Child Today, 28(4). 38-39.

Hidi, S & Harackiewicz, (2000). Review of the academically unmotivated: a

critical issue for the 21st century. Review of Educational Research, 70.(2)
151-179. Retrieved from
http://itp.wcreruw.org/Fall%2007%20seminar/harackiewicz1.pdf

Hofer, M. (2012). Adolescents’ Development of Individual Interests: A Product of

Multiple Goal Regulation? Educational Psychologist, 45(3), 149-166.
 55

Marsh, H. W., Trautwein, U., Ludke, O., Koller, O., & Baumert, J. (2005).
Academic self- concept, interest, grades, and standardized test scores:
Reciprocal effects models of casual ordering.
Marsh, H. W. (2003, November). A reciprocal effects model of the casual
ordering of academic self-concept and achievement. Paper presented at
NZARE AARE, New Zealand: Auckland. Retrieved from
http://www.aare.edu.au/03pap/mar03755.pdf

McCubbin, I. 2003. An examination of criticism made of Tinto’s Student

Integration Model of Attrition. Availabe at:
www.psy.gla.ac.uk/-steve/localed/icubb.pdf. Retrived on 24 May 2006.

Schunk, D., Pintrich, P., & Meece, J. (2008). Motivation in Education.

Theory, Research and Applications, Jersey city, NJ: Pearson Education.

Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic

functioning. In A. J. Elliot & C. S. Dweck (EDS), Handbook of
competence and motivation. (pp.85-104). New York, Ny US: Guilford
Publications.
 56

Bartolome and Manuela Pañares Memorial National High School

Poblacion, Barili, Cebu
TRANSMITTAL LETTER
January 10, 2019

CARMELITO D. VICENTILLO, Ed. D.

School Principal II
Bartolome and Manuela Pañares Memorial National High School
Poblacion, Barili, Cebu

Sir:
Greetings of peace!
The undersigned are Senior High School students of Bartolome and Manuela
Paǹares Memorial National High School who are presently enrolled in the
Technical Vocational Livelihood Track specifically in the Computer System
Servicing Strand. We are required to do the Thesis Writing for the subject
Inquiries, Investigation and Immersion.
In this connection they would like to request for your permission to conduct their
study entitled “Interest Level of Computer System Servicing Students on
their Computer System Servicing Performance: a Correlation Study”.
The respondents of this study are the Grade 12 and Grade 11 Senior High
students of Bartolome and Manuela Pañares Memorial National High School.
Rest assured that the data gathered will be treated with utmost confidentiality.
Thank you very much and more power.
Respectfully yours,
Grade 12 CSS, Group 1
Researchers
Noted by:
 57

Mrs. Jocelyn Ricablanca

Assistant Principal
Approved by:
CARMELITO D. VICENTILLO Ed.D.
School Principal II
COVER LETTER

January 10, 2019

Dear respondent,

Ardent felicitations!

We are Wendel Abarquez, Mark Lloyd Cabatuan, Cristina Amper, Mariane

Campita, Ana Mae Pason, James Goles, Lester Tenebroso, Rowdale Baquiano,
Jack Carreon, Krystal Jayne Allego, and John Clifford Tipay, Senior High School
students of Bartolome and Manuela Pañares Memorial National High School. We
are currently enrolled in the Computer System Servicing (CSS) program in the
same institution. We are completing a study entitled “Interest Level of CSS
Students on their CSS Performance: A Correlation Study”. The study will
serve as a partial fulfilment of the requirements for the subject Inquiries,
Investigation and Immersion.

To make this study possible, we need your honest response on the

questions with regard to the study. Please be assured of the confidentiality of
your responses as no one except us will utilize the data to be obtained from this
undertaking.

Thank you for your cooperation. To God be the glory!

Truly yours,

The Researchers
 58

INTEREST LEVEL OF COMPUTER SYSTEM SERVICING ON THEIR

COMPUTER SYSTEM SERVICING PERFORMANCE:
A CORRELATION STUDY

Name (Optional):_________ Gr. & Section: ________

I: PROFILE OF THE RESPONDENTS

Direction: Please fill up the following data below by putting a check on the box or
writing it on the space provided. You may or you may write your name.

AGE: 15 GENDER: Female

16 Male

17 Others, please
specify:_______
18 and above

II. INTEREST LEVEL

Direction: Write the following statements from 5 – Strongly Agree, 4 – Agree, 3 –
Sometimes, 2 – Disagree, and 1 – Strongly Disagree.
5 4 3 2 1
1. I am motivated to attend my class because
this is my preparation for my dream job.
2. I love to participate in every activity about
Computer System Servicing.
3. I am eager to learn new topics regarding my
major subject.
4. I never skip my classes in Computer System
Servicing.
5.
6. I become competitive in my class because I
want to excel on it.
7. I fell bored during my Computer Servicing
class.
8. I cut classes especially during Computer
System Servicing.
 59

9. I usually feel sleepy in the Computer System,

Servicing discussion.
10. I failed in my Computer System Servicing
subject because I don’t make projects and
outputs.

III: GRADE PERFORMANCE

Direction: Base on your grade performance on 2 nd grading. Please put a check
on the box that corresponds to the rating of your grade performance. Outstanding
- 90 to 100, Very Satisfactory - 85 to 89, Satisfactory – 80 to 84, Fairly
Satisfactory - 75 to 79, Did not meet expectations – 75 and below.

Intended for Grade 12 only O VS S FS DNME

Subjects
Media and Information Literacy (MIL)
Personal Development
Introduction to the Philosophy of the Human
Person
Physical Education
Computer System Servicing
Intended for Grade 11 only O VS S FS DNME
Subjects
Computer System Servicing
Komunikasyon sa Pananaliksik sa Wika at
Kulturrang Pilipino
Physical Education
Introduction to the Philosophy of the Human
Person

IV. Effects of Student’s Interest towards Academic Performance

Direction: Rate the following statements from 5 – Strongly Agree, 4 – Agree, 3 –
Sometimes, 2 – Disagree or 1 – Strongly Disagree.

5 4 3 2 1
1. The more interested the student is, the higher
will be their grades.
2. The students become more engaged to the
subject if they are interested.
3. The process of learning became easier and
faster if the student is interested.
4. Due to the students’ high interest level, they
don’t feel tired, instead they became more eager
to finish the task.
5. If they are interested, their willingness to take
 60

the challenge became stronger.

6. Their lack of interest towards Computer System
Servicing became the reason for them to have
failing Grades.
7. Interest is directly proportional to student’s
performance.
8. Your grade in Computer Servicing Performance
is a concrete evidence of how interested you are
in Computer System Servicing subject.
9. The subject itself Computer System Servicing
may also contribute in the student’s level of
interest.
10. Interest defines how devoted a person on a
particular matter.
 61

CURRICULUM VITAE
 62

CURRICULUM VITAE

WENDEL A. ABARQUEZ

Guibuangan, Barili, Cebu

Mobile Number: 09363878803

Email Address: wmr2876@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : December 14, 1999

PLACE OF BIRTH : Lanao del Norte, Iligan City

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Jamil Tanuron

MOTHER :Rosalie Tanuron

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Guibuangan Central School

: Guibuangan, Barili, Cebu

WORK EXPERIENCE :

TRAINING AND SEMINARS :

 63

CURRICULUM VITAE

MARIANE E. CAMPITA

Maigang, Barili, Cebu

Mobile Number: 09151381512

Email Address:

PERSONAL INFORMATION

DATE OF BIRTH : May 20, 2001

PLACE OF BIRTH : Maragusan, Comval, Province

CITIZENSHIP : Filipino

GENDER : Female

STATUS : Single

FATHER : Elpidio Campita

MOTHER : Iluminada Campita

HIGH SCHOOLs : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Maigang Elementary School

: Maigang, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 64

CURRICULUM VITAE

CRISTINA C. AMPER

Guiwanon, Barili, Cebu

Mobile Number: 09977035788

Email Address: ampercristina45@yahoo.com

PERSONAL INFORMATION

DATE OF BIRTH : February 6, 2001

PLACE OF BIRTH : Guiwanon, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Female

STATUS : Single

FATHER : Wilbert Amper

MOTHER : Charina Amper

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Minolos Elementary School

: Minolos, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 65

CURRICULUM VITAE

KRYSTAL JAYNE ALLEGO

Cagay, Barili, Cebu

Mobile Number: 09755379417

Email Address: krystaljayne30@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : April 22, 2000

PLACE OF BIRTH : Cagay, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Female

STATUS : Single

FATHER : Jelito Pelostratos

MOTHER : Carlene Allego

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Kagay Elementary School

: Cagay, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS

 66

SK Councillor/ Youth Organization

CURRICULUM VITAE

ANNA MAE PASON

Candugay, Barili, Cebu

Mobile Number: 09557268647

Email Address: alindajaonam@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : July 18, 1999

PLACE OF BIRTH : Candugay, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Female

STATUS : Single

FATHER : Abelardo Pason

MOTHER : Gaudiosa Pason

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Kandugay Elementary School

: Candugay, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 67

CURRICULUM VITAE

JOHN CLIFFORD TIPAY

Giloctog, Barili, Cebu

Mobile Number: 09279809072

Email Address: johncliffordtipay@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : March 23, 2000

PLACE OF BIRTH : Giloctog, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Gilbert Aguilar

MOTHER : Diane Aguilar

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Giloctog Elementary School

: Giloctog, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 68

CURRICULUM VITAE

JAMES O. GOLES

Luyo, Barili, Cebu

Mobile Number: 09977166890

Email Address: jamesgoles@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : December 13, 2000

PLACE OF BIRTH : Sta. Rosa, Lapu-Lapu Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Teogenes Goles

MOTHER : Lourdes Goles

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Luyo Elementary School

: Luyo, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 69

CURRICULUM VITAE

JACK N. CARREON

Cagay, Barili, Cebu

Mobile Number: 09456913447

Email Address: jackreon@gmail.com

PERSONAL INFORMATION

DATE OF BIRTH : November 1, 2000

PLACE OF BIRTH : Cagay, Barili Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Juan Carreon

MOTHER : Rosenda Carreon

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Kagay Elementary School

: Cagay, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 70

CURRICULUM VITAE

LESTER C. TENEBROSO

Nabunturan, Barili, Cebu

Mobile Number: 09101517800

Email Address:

PERSONAL INFORMATION

DATE OF BIRTH : December 15, 2000

PLACE OF BIRTH : Nabunturan, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Mariano Tenebroso

MOTHER : Prima Tenebroso

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Guibuangan Central School

: Guibuangan, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 71

CURRICULUM VITAE

ROWDALE P. BAQUIANO

Candugay, Barili, Cebu

Mobile Number: 09268296495

Email Address:

PERSONAL INFORMATION

DATE OF BIRTH : April 27, 1998

PLACE OF BIRTH : Candugay, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Norman Baquiano

MOTHER : Antonia Baquiano

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Kandugay Elementary School

: Candugay, Barili Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

 72

CURRICULUM VITAE

MARK LLOYD T. CABATUAN

Nabunturan, Barili, Cebu

Mobile Number: 09420626389

Email Address:

PERSONAL INFORMATION

DATE OF BIRTH : September 11, 2000

PLACE OF BIRTH : Nabunturan, Barili, Cebu

CITIZENSHIP : Filipino

GENDER : Male

STATUS : Single

FATHER : Luis Cabatuan

MOTHER : Regina Cabatuan

HIGH SCHOOL : Bartolome & Manuela Pañares MNHS

ELEMENTARY

: Guibuangan Central School

: Guibuangan, Barili, Cebu

WORK EXPERIENCE:

TRAINING AND SEMINARS:

73