LEVEL OF SATISFACTION OF GRADE 12 ACADEMIC TRACK STUDENTS IN

KAPAYAPAAN INTEGRATED SCHOOL

Bringino, Mary Ann Cate, Nokia Erika

bringinomaryann8@gmail.com nokiaerikacate@gmail.com
Concepcion, Edwin Aldrin Gutierrez, Sherwin
Drinconcepcion228@gmail.com shrwngtrrz042@gmail.com
Pelobello, Jonel Prado, Johnmar C.
Jonelpelobello@gmail.com johnmarprado7@gmail.com
Pulma, Lhyzel
zhelpulma@gmail.com

Abstract

A significant increase in the demand for high-quality education has been brought on by
globalization, which has fueled competition among universities and colleges to enhance their
educational offerings and entice more students. This study aimed to investigate how satisfied
grade 12 students were with their selected academic path and implementation may affect a
student's satisfaction with their academic performance or interest in pursuing their preferred
course in college. The researcher employed the descriptive research methodology to pinpoint the
factors influencing senior high school pupils' levels of academic track satisfaction. The students
are overall satisfied with different dimensions. The study also shows that with regards to learning
facilities it gets the lowest weighted mean of 2.53, laboratories and complete references are very
important especially for specialized and applied subjects. Based on the obtained and interpreted
data from the respondents, statistically and numerically there is a significant relationship
between different dimensions of satisfactions and the personal satisfaction of students on their
academic strand.

Key words: Personal satisfaction, Academic strand, Learning facilities

I. Introduction

Background of the Study

Globalization has resulted in a significant rise in the demand for high-quality

education, which has increased competition among universities and colleges to improve
educational offerings and draw in more students. In the meantime, students constantly seek
out and demand the most suitable environments to having education and the necessary
skills to land a job once you graduate. Education has declined few years ago due to poor
results from national achievement tests conducted among elementary and secondary
students. The results were way below the target mean score. People in the academe
attributed this problem on high dropout rates, high number of repeaters, low passing
grades, lack of particular language skills, failure to adequately respond and address the
needs of people with special needs, overcrowded classrooms, and poor teacher
performances.
 For Filipino graduates to accept the educational standards required globally, the K–
12 program was implemented. The 2013 Enhanced Basic Education Act, was put into
effect. With the introduction of the Senior High School (Grades 11 and 12), which includes
two years of specialized upper secondary education where students may select a
specialization based on their aptitude and interests, the new curriculum lengthens our basic
schooling by two years from our current 10-year basic education. The four tracks available
to senior high school students are academic, technical-vocational and livelihood, arts and
design, and sports. Accountancy, Business, and Management (ABM), Humanities and
Social Sciences (HUMSS), Science, Technology, Engineering and Mathematics (STEM),
and General Academic Strand make up the academic track (GAS). The disciplines that
students will study in Grades 11 and 12 will depend on their chosen professional path.
(Official Gazette, 2012). However, a few small and significant issues surfaced after it had
been in service for two years. First, there aren't enough instructors, classrooms, buildings,
labs, and other learning and teaching resources that will benefit the career route in
technology. Due to the unexpected growth in senior high school pupils, several schools
doubled or even tripled the number of shifts in their classes to address these issues. The K
12 curriculum has a total of 31 subjects that are required for senior high school; 15 of those
are core subjects and 16 are track subjects. These 31 subjects are later divided into 7
contextualized subjects and 9 specialization subjects, with a maximum of 80 hours allotted
to each subject per semester. Unexpected issues with its execution may have an impact on a
student's academic happiness or enthusiasm in following their preferred field of study in
college. In-depth study was carried out at Kapayapaan Integrated School. In KIS, students
complete a core curriculum as well as electives in a track or strand of their choosing.
Nearly 700 students in Grades 11 and 12 are enrolled in the three academic tracks offered
by Kapayapaan Integrated School.
There are currently few studies on how this implementation may affect a student's
satisfaction with their academic performance or interest in pursuing their preferred course
in college. This study aimed to investigate how satisfied grade 12 students were with their
selected academic path.

Research Question

This study aims to determine the Level of satisfaction of Grade 12 students of

Kapayapaan Integrated School and to determine if the following dimensions will affect
their choice of course in college aligned to their present strand.

Specifically, this study will answer the following question:

1. What is the profile of the Senior High School students in terms of the following?

a. 1.1Age;

b. 1.2 Sex;

c. 1.3 Strand/Track;
 2. What is the level of satisfaction of Senior High School students of Kapayapaan Integrated

School in terms of?

2.1 Learning Facilities

2.2 School Administration

2.3 Teacher’s Credibility

2.4 Curriculum

3. What is the level of satisfaction of students in terms of their chosen

academic strand?

3.1 Personal Satisfaction

4. Is there a significant relationship between the satisfaction of students in their chosen

academic track/strand and their level of satisfaction?

4.1 Learning Facilities

4.2 School Administration

4.3 Teacher’s Credibility

4.4 Curriculum

Hypothesis

There is no significant relationship between the satisfaction of students in their chosen

academic track/strand and their level of satisfaction?

4.1 Learning Facilities

4.2 School Administration

4.3 Teacher’s Credibility

4.4 Curriculum

Scope and Limitation

The emphasis of this study is on Grade 12 Senior High School students' perceptions of
the strand's degree of satisfaction. The study's respondent comprises 180 students and will be
conducted during the first semester of the school year 2022-2023. The study covers all the
academic track/strand of Senior High School at Kapayapaan Integrated School.
The other students who are not in grade 12 Senior High School and not academic strand
are not included in the scope of this study.

Theoretical Framework

This study is based on finance professor Dennis Zocco's Risk Theory of Student
Course Selection. Throughout their academic careers, students must make decisions, and
decision-making is crucial to the learning process. F. A decision, according to Yates,
Veinott, and Patalano (2003), is a commitment to a course of action that aims to generate a
gratifying outcome.

In a risk/return tradeoff context, decisions are typically thought through carefully,

rapidly, impulsively, or even subconsciously. Return and risk are situation-based variables,
and how they are defined depends on the circumstances. The literature on this tradeoff in a
corporate context is rather substantial. However, more needs to be written on this tradeoff
in the context of education, particularly regarding the student's choice of upcoming courses
when there are options for different classes or even different sections of the same course.

One of the most important factors in how well students learn is the choices they
make regarding their course selection (CS). What are the expected returns/benefits this
course will provide, and what is the risk that I won't get those expected returns/benefits?
This is the key (compound) question relating to the decision to choose a course. The CS
process takes on various shapes over the course of a student's academic experience. At the
start of that career, the choice of courses is constrained because required courses make up
the majority of the student's schedule. However, there is some flexibility in course selection
because the majority of required courses are offered in multiple sections and almost
certainly taught by multiple professors. The CS decision becomes increasingly difficult as
the student progresses through the program since choices for elective courses and sections
need to be made.

The students' return expectations in CS situations include the following: 1) personal

interest in the course material, 2) intellectual rigor and challenge, 3) time demand, 4) grade
potential, 5) support for achieving career goals, 6) enjoyment of the classroom experiences,
and 7) performance in the learning environment.

Some decisions are risk-free because they have implications that could result in
failure, which is typically unclear. Although some actions, like purchasing a lottery ticket
or taking part in games of chance with unfavorable odds, demonstrate risk-seeking
tendencies, decision-makers are typically believed to be risk-averse in decision theory,
which means they aim to minimize the risk inherent in their choices. When making CS
decisions, students are aware that there is a chance that some of the outcomes they
anticipate from the course may not occur. By speaking with the professor who will be
instructing the course, going over the syllabus, reviewing the data provided by the
institution, such as course descriptions from the school bulletin or course evaluation scores
from previous semesters, and utilizing the student network or positive and negative course
referrals, they try to manage that risk. Prior to making the CS decision, the student makes
an effort to lower the risk involved by either raising the likelihood that their return
expectations will be reached or redefining their expectations in light of a new evaluation of
the future.

Conceptual Framework

Given the above theories and their relevant applications, the framework below provides
researchers with a paradigm for how the research is conducted and understood in the study.

Figure 1. Factors that affect student satisfaction

 INPUT OUTPUT
PROCESS
Profile of the respondents

Dimensions of student
satisfaction
Students’ Student’s
Learning Facilities assessment satisfaction in
School Administration their chosen
Teacher’s Credibility through
Curriculum questionnaire track/strand
Personal Satisfaction of
Students

FEEDBACK

Literature Review

This chapter contains a review of the studies and relevant material that the
researcher has looked into to help throw light on the subject being researched.
Student satisfaction is a crucial element because education is one of the
main factors that contribute to economic progress. The university serves as both an
educational institution and a place where services are provided, frequently with
simultaneous production and consumption. Considering how the students' ties to the
campus and willingness to utilize all the services may affect their level of happiness is one
method that educational institutions may think about improving service quality in the
university. (Childers et al., 2014).

Learning Facilities

Facilities at schools enhance the quality of the learning environment, which

raises the standard of instruction. For instance, if the acoustics of the room are taken into
account while designing the classroom layout, pupils will be better able to concentrate on
their studies and teachers would experience fewer distractions. In order to allow students to
stay out during breaks regardless of the weather, schools can make greater use of their
outdoor space by putting in outdoor canopies or waiting for sheds. This gives students the
chance to unwind outside of the classroom, which enables them to recharge and refocus
when they return to studies. While keeping up with other school expenses while
maintaining and updating a school's facilities has always been a challenge, more research is
starting to show the full benefits of a well-equipped learning environment. As a result,
school heads and governors are more aware of the advantages and are focusing more on the
problem. (Andrews, 2019). Schneider (2012) conducted a comprehensive review in his
study, "Do School Facilities Affect Academic Outcomes? " He came to the conclusion that
"school facilities affect learning. Noise, heat, cold, light, and air quality are examples of
spatial configurations. This obviously has an impact on the student's ability to perform
well."
According to Akomulafe & Adesau, (2016). It seems that the physical
surroundings of a school significantly contribute to inspiring children to learn. Any school
system's physical facilities include everything from the school plant, which includes the
buildings, classrooms, libraries, laboratories, restrooms, and learning materials, to other
infrastructures that are likely to inspire kids to learn. Experience has shown us that most of
the physical infrastructure necessary for children to study effectively and do well
academically today doesn't seem to be there in our public secondary schools. The ones that
are available don't appear to be of standard quality, some lack maintenance practices, and
others are in poor shape. Learning centers are a common educational strategy. It promotes
a Flexible knowledge acquisition model that, in comparison to traditional education
models, may successfully support a greater range of audiences for education and training.
The variables that affect how e-facilities are used and utilized by students are
organizational elements, technological factors, and environmental variables.
(Chandrashekar, 2022).
School Administration

Government financing for secondary education has to be increased. This will help
with efficient school management. The government should provide the necessary financial,
personnel, and material resources for running schools. To increase their administrative
capacity, school administrators should participate in training and retraining programs.
(Ogunode & Ajayi, 2022). The academic achievement of the children should be improved,
according to school leaders. These include keeping an eye on instructors' and students'
actions to ensure that the learning environment in the classroom is not only safe but also
supportive, as well as making sure that learning-supportive behaviors are rewarded. The
interests of the pupils should come first at the institution. There should be advancements
made in education (Bassey, 2022).

Teacher’s Credibility

Academic motivation, one of the most important components in student learning, is

one of several characteristics that are impacted by how students perceive teachers’ actions
in the classroom. Analysis of students’ perceptions of teacher behavior and its connections
to academic motivation are crucial because student motivation is a meaningful link
between teacher behavior and student learning. Thus, one of the most critical factors in the
teaching-learning process is how students view their teachers’ credibility. (Facundo et al.,
2022). According to Tanase (2020), Effective instruction requires a teacher who can be
trusted. An effective teacher demonstrates these qualities. Since they are in charge of the
learning environment, trustworthy teachers act morally when no one is looking. They do
this with enthusiasm and engagement. Building credibility takes time. Effective teaching
requires credibility, which can take some time to establish. An effective instructor is
trustworthy, knowledgeable, and compassionate.

Curriculum

According to Tucker (2022), the foundation of a good school is its curriculum.

Changes to the curriculum frequently aim to respect national standards while
accommodating regional preferences. Even though very little is known about how
curriculum changes affect student performance, this conflict frequently motivates schools
to invest in them.
The core issues that are currently raised about the effectiveness and quality of
modern education are connected to the pedagogical curriculum. The design, programming,
and delivery of education, as well as the importance of the outcomes, are all impacted by
insufficient, excessively long, and non-adapted curricula. The fundamental requirements
for providing high-quality modern instruction and the necessity of modern pedagogy are
their ongoing transformation, shaping, and adaptation to contemporary living contexts,
present-day demands, and the needs and abilities of students. (Jing & Bin Abu, 2022).
Success in one's future life and job depends in large part on how well one performs
in school. Both the ethnicities and high school curricula of undergraduate students are
diverse. These pupils were deemed to be the least college-ready of the population under
study. Students following the American curriculum demonstrated a clear discrepancy
between their self-perception of their skills and their actual performance, as measured by
their Grade Point Average. The study can be scaled up to include more records, allowing
the findings and conclusions to apply to a larger population. These insights can be used by
educators and accreditation bodies to offer students specialized help that will increase their
readiness for college and future success. (Kurian & Al-Assaf, 2020).

Satisfaction of Students on their strand

To raise the standard of instruction, and increase student engagement, and better
manage knowledge resources, higher education institutions are seeking more and more for
new approaches to embrace. Education is significantly impacted by technological
advancements, and blended learning is now being used in educational institutions.
Technology-mediated learning is also making steady progress. Emphasizes students on a
blended course's self-efficacy and the effects it has on student satisfaction are both
impacted. This satisfaction is a result of the course's introduction. The findings indicate that
students' satisfaction with their education is positively impacted by LMS self-efficacy.
Furthermore, they find that key factors influencing LMS self-efficacy include system
content, accessibility, and system components connected to the improvement of critical
thinking. (Periti, 2020). According to Gregorio (2022), the more frequently teachers use the
internet and multimedia, the more positive an influence it has on students' interest in
learning. The happier and more enthusiastic students are in learning social studies. Mai
(2015) investigated student satisfaction in higher education and the factors that influence it.
The most influential predictors of student satisfaction were the overall impression of the
school, overall impression of the quality of education, teacher expertise and interest in their
subject, the quality and accessibility of facilities, and prospects of the degree furthering
student's careers.

Most students were content with learner-learner contact, learner-content interaction,

and then learner-technology interaction between students and instructors. General
satisfaction was significantly predicted by learner-content interaction, learner-instructor
contact, and learner-learner interaction. Insignificant predictors of overall satisfaction
included interaction and learner-technology interactions. Achievement and student
happiness did not significantly connect. The study advocates setting up orientation
workshops for distance learning programs and calls for increased student-teacher and
student-student interaction. To arrive at a definitive conclusion, additional research may be
done. Using techniques that provide a higher level of randomization with different
programs and settings, this study might be reproduced. (Khan & Iqbal, 2016).

II. Research Methodology

The design and methods used to carry out this investigation were covered in this
chapter. The research design, sample size, and sampling method were all presented.
Utilization of instruments and statistical analysis of the data.

Research Design

The researcher employed the descriptive research methodology to pinpoint the factors
influencing senior high school pupils' levels of academic track satisfaction. It is intended to
be a true representation of the participants. The participants in this study responded to
survey questions, and the researchers then described their answers.

Sampling Technique

This study used Simple Stratified Random Sampling in determining the samples of
the study which is 180 of the total population of 347 Grade 12 students in Kapayapaan
Integrated School that took academic tracks under ABM, HUMSS, and STEM.

Respondents Population Sample Size

HUMSS 12 - Artemis 42 22

HUMSS 12 -
41 22
Aphrodite

HUMSS 12 - Poseidon 40 21

HUMSS 12 - Zeus 36 19

STEM 12 - Newton 47 25

STEM 12 – Einstein 48 25

ABM 12 – Fayol 46 25

ABM 12 - Kotler 45 24

Total 347 183

Research Instruments

To collect data, the researchers employed an adapted survey questionnaire made by

the students of the Polytechnic University of the Philippines. Students in Grade 12
completed a 4-point Likert scale, with each point representing one of the scale's four items,
to gauge their degree of satisfaction. The first set of questions is the student-respondent
profile, and the respondents were prompted with the question, "Will you enroll in college
fit your career goals? They are then asked to circle the four-point Likert scale with "4-
highly satisfied," "3-satisfied," "2-moderately satisfied," and "1-dissatisfied" to indicate the
effect of each dimension that has an impact on their satisfaction in the second set, which
has five major parts and eight items per each dimension.
Data Gathering Procedure

The questionnaire that has been modified to fit the problem statement was first used
by the researcher. The researchers seek the approval of the Principal and the Head of the
Senior High School in Kapayapaan Integrated School to conduct the survey in the school.
In order to correctly distribute the instruments, they had a meeting, talked about the study's
importance, and agreed on a plan of action. To allow the respondents enough time to think
about and reply to the survey's questions thoroughly, they were allotted 10-15 minutes to
complete the survey form. After collecting the 183 surveys, the researchers used Excel to
total the responses. The data was then analyzed using chi-square, frequency distribution,
and weighted mean.

Statistical Treatment

The study employed the following statistical techniques.

Distribution of Frequency. a data arrangement in a tabular format where the data

is divided into intervals and the number of observations that are part of each interval is
determined.
P = F/N (100)
Where:
P= Percentage
F= Frequency
N= Total No. of Respondents

Weighted Mean. like an arithmetic mean, when some data points contribute more
to the final average than others rather than each data point contributing equally.

The correlation between the students’ social intelligence and academic performance
will be determine by using the Pearson correlation

III. Results

1. What is the profile of the Senior High School students in terms of the following?
1.1Age;
1.2 Sex;
1.3 Strand/Track;

Table 1.1
Frequency and Percentage Distribution of Student-Respondents in terms of Age

Age Frequency Percentage (%)

16 - 19 years old 181 98.91
 20 years old and above 2 1.09

Total 183 100

The table 1.1depicts the frequency and percentage distribution of the respondents when
grouped according to age, 16-19 years old are 182 students with the percentage of 98.91% who
dominated the survey while 20 years old and above are 2 students or 1.09% respond to the
survey.

Table 1.2
Frequency and Percentage Distribution of Student-Respondents in terms of Sex

Sex Frequency Percentage (%)

Male 101 55.19

Female 82 44.81
Total 183 100

Table 1.2 depicts the frequency of distribution and percentage of the respondents when
group according to their sex. The male respondents are 101 or 55.19% of the respondents while
81 or 44.81% of our respondents are female

Table 1.3
Frequency and Percentage Distribution of Student-Respondents in terms of Strand
Strand Frequency Percentage (%)

ABM 49 26.78

HUMSS 84 45.9
STEM 50 27.32
Total 183 100

Table 1.3 depicts the frequency and percentage distribution of the respondents when group
according to academic strand. It depicts that out of the total respondents of 183, one forty-nine
(49) of the students representing Accountancy, Business, and Management (ABM) strand which
represented (26.78) of the total respondents followed by Science, Technology, Engineering, and
Mathematics (STEM) strand with fifty (50) students representing (27.32%) of the total
respondents, eighty-four (84) students are under Humanities and Social Sciences (HUMSS)
strand representing (45.90%) of the total respondents. This clearly indicates that majority of the
respondent’s falls under HUMSS academic strands than STEM and ABM strands.

2. What is the level of satisfaction with their chosen strand among the Senior High School
students of Kapayapaan Integrated School in terms of:
2.1 Learning Facilities
2.2 School Administration
2.3 Teacher’s Credibility
2.4 Curriculum

Table 2.1
Level of student satisfaction in terms of learning facilities
Learning Facilities Mean Qualitative
Interpretation
1. The library has complete references Moderately Satisfied
2.41
 2. The computers and internet are functioning properly 2.60 Satisfied

3. The students can access freely the internet for doing 2.27 Moderately Satisfied
assignments and other academic-related activities
4. The classrooms are clean, well-ventilated, and conductive to 2.70 Satisfied
learning.
5.The supplies available in the school bookstore are complete 2.47 Moderately Satisfied

6. The students have access to the audio/visual room 2.52 Satisfied

7. The audio-visual types of equipment are in a good condition 2.56 Satisfied

8. The classroom arrangements are well organized 2.68 Satisfied

Composite Mean 2.53 Satisfied

1-1.50 Dissatisfied 1.50-2.50 Moderately Satisfied 2.50-3.50 Satisfied 3.50-4.00 Highly Satisfied

Table 2.1depicts the entire response of the senior high school students in terms of

learning facilities. They are “moderately satisfied” in items 1, 2, 3 4, and 5 aspects. These are the

library that has a complete reference (2.41), the computers and internet are working properly

(2.60), students can access freely the internet for research purposes (2.27), the classroom are

clean, well-ventilated and conducive for learning (2.70), the supplies are available in the school

bookstore (2.47). The students are satisfied in having an access in the audio/visual room (2.52),

the audiovisual room equipment’s are in good condition (2.56), and the classroom arrangements

are well organized (2.68). with the overall weighted mean of 2.53 means they are overall

“satisfied”. According to Akomulafe & Adesau, (2016). It seems that the physical surroundings

of a school significantly contribute to inspiring children to learn. Any school system's physical

facilities include everything from the school plant, which includes the buildings, classrooms,

libraries, laboratories, restrooms, and learning materials, to other infrastructures that are likely to

inspire kids to learn. Experience has shown us that most of the physical infrastructure necessary

for children to study effectively and do well academically today doesn't seem to be there in our

public secondary schools. The ones that are available don't appear to be of standard quality, some

lack maintenance practices, and others are in poor shape. Learning centers are a common

educational strategy. It promotes a Flexible knowledge acquisition model that, in comparison to

traditional education models, may successfully support a greater range of audiences for

education and training. The variables that affect how e-facilities are used and utilized by students

are organizational elements, technological factors, and environmental variables. (Chandrashekar,

2022).

Table 2.2
 Level of student satisfaction in terms of school administration
School Administration Mean Verbal Interpretation
1. The school has enough administrative staff that 2.93 Satisfied
assist students during enrollment
2. The administrative office is open during convenient 2.91 Satisfied
hours
3. The library staff is helpful and approachable 2.66 Satisfied

4. The clinic staff is accommodating and helpful 3.08 Satisfied

5. The counseling staff cares about the students as 2.99 Satisfied

individuals
6. The office of student’s affairs and its services 2.93 Satisfied
respond well to the students’ needs and request

7.The restrooms and canteens are tidy and enough to 2.68 Satisfied
accommodate the whole population of students

8. The appropriate security measures in school are 2.83 Satisfied

appropriately implemented
Composite Mean 2.88 Satisfied
1-1.50 Dissatisfied 1.50-2.50 Moderately Satisfied 2.50-3.50 Satisfied 3.50-4.00 Highly Satisfied

The table 2.2 depicts those students are overall “satisfied” with the school

administration in Kapayapaan Integrated School. These involves the school has enough

administrative staffs that assists them during enrollment (2.93), the administrative offices is open

during convenient time (2.91), library staffs ae helpful and approachable (2.66), clinic staffs are

accommodating and helpful (3.08), the counseling staff cares about the students as individual

(2.99), the service of the office of student affairs are responsive to the students need (2.93), the

restrooms and canteens are tidy and enough to accommodate the whole populations of the

students (2.68), and the appropriate security measures in school are properly implemented (2.83).

With the composite mean of 2.88 means they are overall “satisfied". According to Bassey 2022,

academic achievement of the children should be improved, according to school leaders. These

include keeping an eye on instructors' and students' actions to ensure that the learning

environment in the classroom is not only safe but also supportive, as well as making sure that

learning-supportive behaviors are rewarded. The interests of the pupils should come first at the

institution. There should be advancements made in education.

Table 2.3
Level of student satisfaction in terms of Teacher’s Credibility
Teacher’s Credibility Mean Qualitative
Interpretation
1. The teacher has the expertise on the subject he/she 3.07 Satisfied
teaches
 2. The teachers always gives timely feedback on 2.99 Satisfied
assignments either in a form of grade written comments
or verbal response
3. The homework and assignments are relevant to what 3.02 Satisfied
we are doing in class
4. The teacher uses different instructional materials in 3.07 Satisfied
teaching
v5. The teacher teaches based on his/her field of 3.11 Satisfied
specialization
6. The teacher practices his/her profession ethically 3.17 Satisfied

7. The teacher treats student's fairly 3.09 Satisfied

8. The teachers are approachable, and I can talk to them 3.15 Satisfied
outside the class
Composite Mean 3.08 Satisfied

1-1.50 Dissatisfied 1.50-2.50 Moderately Satisfied 2.50-3.50 Satisfied 3.50-4.00 Highly Satisfied

Table 2.3 depicts the average response of the senior high school students in their level of

satisfaction in terms of teacher’s credibility. They are all satisfied in terms of teacher's

credibility. These involves that he teacher has the expertise on the subject he/she teaches (3.07),

teachers always gives timely feedback on assignments either in a form of grade written

comments or verbal response (2.99), homework and assignments are relevant to what we are

doing in class (3.02),teacher uses different instructional materials in teaching( 3.07), teacher

teaches based on his/her field of specialization (3.11), teacher practices his/her profession

ethically (3.17), treats student's fairly (3.09), teachers are approachable, and I can talk to them

outside the class (3.15). With the composite mean of 3.08 mean they are satisfied. According to

Tanase (2020), Effective instruction requires a teacher who can be trusted. An effective teacher

demonstrates these qualities. Since they are in charge of the learning environment, trustworthy

teachers act morally when no one is looking. They do this with enthusiasm and engagement.

Building credibility takes time. Effective teaching requires credibility, which can take some time

to establish. An effective instructor is trustworthy, knowledgeable, and compassionate.

 Table 2.4

Level of satisfaction of students in terms of curriculum

Curriculum Mean Qualitative
Interpretation

1. The subjects offered are aligned to my chosen 3.07 Satisfied

academic strand
2. The teacher provide course guide of the subject 3.17 Satisfied

3. The teacher uses the community as a learning 3.07 Satisfied

facility
4. The teacher does team teaching to bring about 3.04 Satisfied
an effective learning process
5. The teacher designs project based on learning 3.03 Satisfied
situation for active learning participation

6. The teacher integrates learner nature and 3.20 Satisfied

interest in the subject matter
7. The school provides training based on our 3.07 Satisfied
chosen academic track
8. The school exposes the students to the 2.95 Satisfied
community through excursion/field trip at least
once in a school year
Composite Mean 3.07 Satisfied
1-1.50 Dissatisfied 1.50-2.50 Moderately Satisfied 2.50-3.50 Satisfied 3.50-4.00 Highly Satisfied

Table 2.4 depicts the average response of the senior high school students in their level of

satisfaction in terms of the curriculum the student response as “satisfied” in the following

aspects: the subjects offered are aligned to their track (3.07),the teacher provides the course

guide of the subject (3.17), the teacher uses the community as a learning facility (3.07), the

teacher bring about effective learning process (3.04), the teacher designs project based on

learning situations for active learning (3.03), the teacher integrates learner nature and interest in

the subject matter (3.20), the school provides training based on their chosen track (3.07), and the

school exposes the students to the community through excursion at least once a year (2.95). With

regards to the overall satisfaction of students they respond as “satisfied” with an overall weighted

mean of 3.07. The fundamental requirements for providing high-quality modern instruction and
the necessity of modern pedagogy are their ongoing transformation, shaping, and adaptation to

contemporary living contexts, present-day demands, and the needs and abilities of students. (Jing

& Bin Abu, 2022). According to Tucker (2022), the foundation of a good school is its

curriculum. Changes to the curriculum frequently aim to respect national standards while

accommodating regional preferences. Even though very little is known about how curriculum

changes affect student performance, this conflict frequently motivates schools to invest in them.

3. What is the level of satisfaction of students in terms of their

chosen academic strand?

Table 3
Personal satisfaction of students
Personal Satisfaction Mean Qualitative Interpretation

1. I am encouraged to perform well in class by my 2.98 Satisfied

teacher
2. I perform well in class because I really like my 3.06 Satisfied
chosen track
3. I get high grades in my subjects 3.04 Satisfied
4. I can see that there is a good relationship between 3.09 Satisfied
the teachers and students
5. I am competent that I have gained sufficient 3.14 Satisfied
knowledge in my preferred track that helps me to be
equipped in my college study
6. I don’t feel any regret regarding my decision in 3.13 Satisfied
choosing my academic track
7. I look forward to the next class meetings 3.17 Satisfied

8. I have a plan of enrolling in a course in college 3.28 Satisfied

that is aligned with my chosen track in Senior High
School
Composite Mean 3.10 Satisfied

1-1.50 Dissatisfied 1.50-2.50 Moderately Satisfied 2.50-3.50 Satisfied 3.50-4.00 Highly Satisfied

Table 3 depicts the overall response of the students with regards to their personal

satisfaction, they respond as “satisfied” with the following: I am encourage to perform well in

their class by their teachers (2.98), I perform well in class because I really like my chosen

track/strand (3.06), I get higher grades in their subjects (3.04), there is a good relationship

between the teachers and students (3.09), I am competent that I have gained sufficient knowledge

in my preferred track that helps me to be equipped in my college study (3.14), I don’t feel any
regrets regarding my decision in choosing my academic track (3.13), I look forward to the next

class meeting (3.17), and I have plan of enrolling a course in college aligned with my chosen

track (3.28). The student’s overall response is “satisfied” based on their self-assessment of their

personal satisfaction with the overall weighted mean of 3.10. Mai (2015) investigated student

satisfaction in higher education and the factors that influence it. The most influential predictors

of student satisfaction were the overall impression of the school, overall impression of the

quality of education, teacher expertise and interest in their subject, the quality and accessibility

of facilities, and prospects of the degree furthering student's careers.

4. Is there a significant relationship between the satisfaction of students in their

academic track/strand and their level of satisfaction in terms of?

4.1 Learning Facilities

4.2 School Administration

4.3 Teacher’s Credibility

4.4 Curriculum

Table 4.1
Correlation between Learning facilities and satisfaction of students on their academic strand
Decision on
Variables r-value f-value p-value Interpretation Ho Remarks
Learning Facilities
Satisfaction on their Low positive
strand 0.318 20.49 .000 correlation Reject Significant

Table 4.1 presents the correlation between the learning facilities and satisfaction of
students on their academic strand. The table shows an r-value of 0.318 and an f-value of 20.49
with a p-value of .000 which is less than 0.05 level of significance indicating that the null
hypothesis has been rejected. This means that there is a significant relationship between learning
facilities and satisfaction of students on their academic strand. This further explains that the
correlation between two variables is low positive correlation based on the r-value of 0.318

As support for this claim, Akomulafe & Adesau, (2016) stated that the physical
surroundings of a school significantly contribute to inspiring children to learn. Any school
system's physical facilities include everything from the school plant, which includes the
buildings, classrooms, libraries, laboratories, restrooms, and learning materials, to other
infrastructures that are likely affects kids to learn. However, Hanh Le et al., (2021), The
satisfaction of students is not significantly impacted by school facilities. It is understandable that
the majority of students demand a school with up-to-date amenities to accommodate their needs
for living and learning. All students demand that the school offer a wide variety of services and
facilities are provided in accordance with what was advertised prior to students' entry into this
school.
 Table 4.2
Correlation between School administration and Satisfaction of students on their academic strand
r- p- Decision on
Variables value f-value value Interpretation Ho Remarks
School Administration
Satisfaction on their Low positive
strand 0.469 51.45 .000 correlation Reject Significant

Table 4.2 presents the correlation between school administration and satisfaction of
students on their academic strand. The table shows an r-value of 0.469 and an f-value of 51.45
with a p-value of .000 which is less than 0.05 level of significance indicating that the null
hypothesis has been rejected. This means that there is a significant relationship between school
administration and satisfaction of students on their academic strand. This further explains that the
correlation between two variables is low positive correlation based on the r-value of 0.469

The result of study was similar to Butt and Rehman (2016), stated that varying degrees of
strength, school administration has a significant and positive impact on students' satisfaction in
higher education. Because teacher expertise has the greatest impact of all the variables,
policymakers and institutions must pay special attention to it.

Table 4.3
Correlation between Teacher’s credibility and satisfaction of students on their academic strand
p- Decision
Variables r-value f-value value Interpretation on Ho Remarks
Teacher's credibility
Satisfaction on their Moderate positive
strand 0.648 132.06 .000 correlation Reject Significant

Table 4.3 presents the correlation between school teacher’s credibility and satisfaction of
students on their academic strand. The table shows an r-value of 0.648 and an f-value of 132.06
with a p-value of .000 which is less than 0.05 level of significance indicating that the null
hypothesis has been rejected. This means that there is a significant relationship between teacher’s
credibility and satisfaction of students on their academic strand. This further explains that the
correlation between two variables is moderate positive correlation based on the r-value of 0.648

Academic motivation, one of the most important components in student learning, is one
of several characteristics that are impacted by how students perceive teachers’ actions in the
classroom. Analysis of students’ perceptions of teacher behavior and its connections to academic
motivation are crucial because student motivation is a meaningful link between teacher behavior
and student learning. Thus, one of the most critical factors in the teaching-learning process is
how students view their teachers’ credibility. (Facundo et al., 2022).

Table 4.
Correlation between Curriculum and satisfaction of students on their academic strand
p- Decision on
Variables r-value f-value value Interpretation Ho Remarks
Curriculum
Satisfaction on their Moderate Positive
strand 0.603 104.30 .000 correlation Reject Significant

Table 4.4 presents the correlation between curriculum and satisfaction of students on
their academic strand. The table shows an r-value of 0.603 and an f-value of 104.30 with a p-
value of .000 which is less than 0.05 level of significance indicating that the null hypothesis has
been rejected. This means that there is a significant relationship between curriculum and
satisfaction of students on their academic strand. This further explains that the correlation
between two variables is moderate positive correlation based on the r-value of 0.603
 According to Tucker (2022), the foundation of a good school is its curriculum.
Changes to the curriculum frequently aim to respect national standards while
accommodating regional preferences. Even though very little is known about how
curriculum changes affect student performance, this conflict frequently motivates schools
to invest in them.
IV. Discussion

This study was conducted to identify the level of satisfaction of Grade 12 students in their
academic track in terms of: Teacher’s credibility, learning facilities, school administration and
curriculum. After determining the degree of their satisfaction, researchers also determined the
relationship of their personal satisfaction on their strand towards teacher’s credibility, learning
facilities, school administration and curriculum.
To gather the data relevant to this study, a survey was conducted by the researchers. An
adapted questionnaire which was used to conduct the survey. The survey was conducted at
Kapayapaan Integrated School, Senior High School department during School year 2022-2023.
According to the profile of the respondents, 98.91% or 181 students were ages 15-
20 years old and 1.09% or 2 students were 20 years old and above who participated in the
survey. 55.19% were male while 44.81& were female. Lastly, the respondents of this study are
composed of 26.75% which are enrolled in ABM, 27.32% are from STEM, and 45.9% are from
HUMSS. The following dimensions were used to measure the degree of satisfaction among
senior high school students: First, the students are "satisfied" with their teacher's credibility,
which includes his or her subject-matter knowledge, with an overall weighted mean of 3.08.
According to Tanase (2020), Effective instruction requires a teacher who can be trusted. An
effective teacher demonstrates these qualities. Since they are in charge of the learning
environment, trustworthy teachers act morally when no one is looking. They do this with
enthusiasm and engagement. Building credibility takes time. Effective teaching requires
credibility, which can take some time to establish. An effective instructor is trustworthy,
knowledgeable, and compassionate. With regards to learning facilities the students are also
“moderately satisfied” with the overall weighted mean of 2.53. According to Akomulafe &
Adesau, (2016). It seems that the physical surroundings of a school significantly contribute to
inspiring children to learn. Any school system's physical facilities include everything from the
school plant, which includes the buildings, classrooms, libraries, laboratories, restrooms, and
learning materials, to other infrastructures that are likely to inspire kids to learn. Experience has
shown us that most of the physical infrastructure necessary for children to study effectively and
do well academically today doesn't seem to be there in our public secondary schools. The service
of the school administration that Kapayapaan Integrated School has offered was also denoted as
“satisfied” by the students with the overall weighted mean of 2.88. According to Bassey (2016),
the academic achievement of the children should be improved, according to school leaders.
These include keeping an eye on instructors' and students' actions to ensure that the learning
environment in the classroom is not only safe but also supportive, as well as making sure that
learning-supportive behaviors are rewarded. The interests of the
The study also reveals that with regards to learning facilities it gets the lowest weighted mean of
2.53, laboratories are very important especially for specialized and applied subjects like general
biology or general physics subjects, the institution should focus on. As a result, the decision of
the students to continue their desired course in college that is aligned to their track is somewhat
influenced by the degree of their satisfaction based on above-mentioned dimensions. References
are crucial for both teachers and students. The classroom also affects students' engagement, so
the school should always consider whether or not the environment is conducive to learning and
that the students are having fun while learning. Thus, researchers typically come to the
conclusion that it is very difficult to serve a large number of children with complex needs in the
absence of adequate facilities and resources. However, continuing learning intentions to take up
future learning are strongly and consistently related to current or recent experiences of learning
and student’s satisfaction. Lastly, based on the obtained and interpreted data from the
respondents, statistically and numerically there is a significant relationship between different
dimensions of satisfactions and the personal satisfaction of students on their academic strand.

Conclusion

1. Kapayapaan Integrated School senior high school students are overall satisfied in terms
of different dimensions; it was also revealed through the study that the senior high school
student’s overall satisfactions were based from their experiences inside the campus where
they are learning.

2. All this finding can help the authorities and policy makers for the improvement of the
quality in higher education, considering that such areas are vital for the student’s life. The
study indicates that there is a direct relationship between the degree of satisfaction of the
students as stated in the different dimensions.

3. Senior high school students are overall satisfied with their teacher’s expertise for it gets
the highest weighted mean (3.08) and the curriculum which the senior high school
students are currently taking, this study indicates that they are satisfied (3.07). Lastly,
when the students were asked if they experience personal satisfaction they also responded
“satisfied” (3.10). It depicts that student are encouraged to perform well inside the class,
they like and wanted to learn more of their chosen track and they are confident that they
have gained sufficient knowledge in their preferred track.

4. The researchers conclude that students can be highly satisfied in the abovementioned
dimensions if the school administration will focus on improving their quality and
continuously assess their service.

5. Study also shows that with regards to learning facilities it gets the lowest weighted mean
of 2.53, laboratories and complete references are very important especially for
specialized and applied subjects such as general biology or general physics subjects, the
institution should focus on adding facilities that help the students for exploratory and
experimentation subjects. References are important not just for the teachers but also for
the learners, so they could review or help them in understanding more of their lectures in
class. Classroom as well influences student’s engagement; the school should always
consider if the classroom is conducive for learning and the students are enjoying while
learning by doing regularly check-ups to their facilities.
 6. Based on the obtained and interpreted data from the respondents, statistically and
numerically there is a significant relationship between different dimensions of
satisfactions and the personal satisfaction of students on their academic strand.

Recommendation

The results of this study must be viewed within the context of several limitations.

1. The analysis was based on self-report data, so depending on their personal concerns, the
students' responses may have overstated or understated their perceptions. Based on the
Likert item provided in the questions, some students might not be able to accurately rate
their own satisfaction.

2. The questionnaires are only intended to provide a more thorough evaluation of students'
levels of satisfaction across various dimensions. Future research should be carried out
using reliable metrics to find out how satisfied students are with various K–12 subjects.

3. Only one senior high school track, limited to a single institution, is served by the study
population. As a result, the findings might not apply to all facets of the K–12 curriculum.

4. Future studies may continue to examine the various variables that affect senior high
school track student satisfaction with a larger sample size and lower margin of error.

5. The researchers also urge further research into this study because, so few people think to
conduct this kind of study.

6. This study will be a great place to start if you want to think about looking into K–12
curricula and how it affects student satisfaction in the future.
References

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Philippines https://www.officialgazette.gov.ph/k-12/

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Appendix 1: Research Instrument

LEVEL OF SATISFACTION OF GRADE 12 STUDENTS IN THEIR CHOSEN ACADEMIC

TRACK IN KAPAYAPAAN INTEGRATED SCHOOL

Dear Respondents,

We, the Grade 12 researchers from HUMSS 12 APHRODITE, are currently conducting our
quantitative research entitled “LEVEL OF SATISFACTION OF GRADE 12 STUDENTS IN THEIR
CHOSEN ACADEMIC TRACK IN KAPAYAPAAN INTEGRATED SCHOOL’’, and we need your
cooperation as a respondent of our research.

This survey aims to investigate the dimensions that affect the student’s satisfaction in their chosen
academic track in Senior High School of Grade 12 students in Kapayapaan Integrated School. This survey
assures the confidentiality of the respondent’s profile and answers. Do not leave any item unanswered and
answer as honestly as possible to arrive at the authenticity of the results.

I. SOCIO-DEMOGRAPHIC PROFILE

NAME (optional): _______________________________

What is your sex? (Pls. Check one box)

⬜ MALE
⬜ FEMALE

What is your age

⬜ 15
⬜ 16
⬜ 17
⬜ 18
⬜ 19
⬜ 20 and above____

II. ACADEMIC TRACK / STRAND

⬜ Accountancy, Business, and Management (ABM) strand
⬜ Science, Technology, Engineering and Mathematics (STEM) strand
⬜ Humanities and Social Sciences (HUMSS) strand

Would you like to enroll in a course in college aligned to you track in Senior High?
⬜ YES
⬜ NO
⬜ MAYBE

III. DIMENSIONS THAT AFFECT STUDENT SATISFACTION

PLEASE ENCIRCLE YOUR LEVEL OF SATISFACTION TO RATE THE FOLLOWING

DIMENSIONS ACCORDING TO THE 4-POINT SCALE WHEREIN:

4-HIGHLY SATISFIED, 3 - SATISFIED, 2 - MODERATELY SATISFIED, & 1 - DISSATISFIED

A. LEARNING FACILITIES HS S MS DS

The library has complete references 4 3 2 1

The computers and internet are functioning properly. 4 3 2 1

The students can access freely the internet for doing assignments and 4 3 2 1
other academic-related activities.

The classrooms are clean, well-ventilated, and conducive to learning 4 3 2 1

The supplies available in the school bookstore are complete 4 3 2 1

The students have access to the audio/visual room 4 3 2 1

The audio-visual types of equipment are in good condition 4 3 2 1

The classroom arrangements are well organized 4 3 2 1

B. SCHOOL ADMINISTRATION HS S MS DS

The school has enough administrative staff that assists students during 4 3 2 1
enrollment

The administrative office is open during convenient hours 4 3 2 1

The library staffs are helpful and approachable 4 3 2 1

The clinical staff is accommodating and helpful 4 3 2 1

The counseling staff cares about the students as individuals 4 3 2 1

The office of student affairs and its services respond well to the student's 4 3 2 1
needs and requests

The restrooms and canteens are tidy and enough to accommodate the 4 3 2 1
whole population of students

The appropriate security measures in school are appropriately 4 3 2 1

implemented
 C. TEACHER'S CREDIBILITY HS S MS DS

The teacher has the expertise on the subject he/she teaches 4 3 2 1

The teacher always gives timely feedback on assignments either in a 4 3 2 1

form of a grade, written comments or verbal response

The homework assignments are relevant to what we are doing in class 4 3 2 1

The teacher uses different instructional materials in teaching 4 3 2 1

The teacher teaches based on his/her field of specialization 4 3 2 1

The teacher practices his/her profession ethically 4 3 2 1

The teacher treats student's fairly 4 3 2 1

The teachers are approachable, and I can talk to them outside the class 4 3 2 1

D. CURRICULUM HS S MS DS

The subjects offered are aligned to my chosen academic track 4 3 2 1

The teacher provides the course guide of the subject 4 3 2 1

The teacher uses the community as a learning facility 4 3 2 1

The teacher does team teaching to bring about an effective learning 4 3 2 1

process

The teacher designs project based on learning situations for active 4 3 2 1

learning participation

The teacher integrates learner nature and interest in the subject matter 4 3 2 1

The school provides training based on our chosen academic track 4 3 2 1

The school exposes the students to the community through 4 3 2 1

excursion/field trip at least once in a school year

E. PERSONAL SATISFACTION OF STUDENTS HS S MS DS

I am encouraged to perform well in class by my teachers 4 3 2 1

I am encouraged to perform well in class by my teachers 4 3 2 1

I get high grades in my subjects 4 3 2 1

 I can see that there is a good relationship between the teachers and 4 3 2 1
students

I am competent that I have gained sufficient knowledge in my preferred 4 3 2 1

track that helps me to be equipped in my college study

I don’t feel any regret regarding my decision in choosing my academic 4 3 2 1

track

I look forward to the next class meetings 4 3 2 1

I have a plan of enrolling a course in college that is aligned with my 4 3 2 1

chosen track in Senior High School
According to the student’s survey conducted by Bataller R. et al., (2018). Level of Satisfaction of Grade
12 Students. Polytechnic University of the Philippines.

Appendix 2
Letter for Approval

December 13, 2022

BERNADITA O. SALAZAR
Principal III
Kapayapaan Integrated School

Dear Ma’am Salazar:

Greeting of peace!

We, the Grade 12 researchers from HUMSS 12 APHRODITE, are currently working on a study entitled
“LEVEL OF SATISFACTION OF GRADE 12 STUDENTS IN THEIR CHOSEN ACADEMIC
TRACK IN KAPAYAPAAN INTEGRATED SCHOOL’’ in partial fulfillment of the requirements in
Practical Research 2. The present study aims to determine the Level of satisfaction of Grade 12
students of Kapayapaan Integrated School and to determine if the following dimensions will affect
their choice of course in college aligned to their present strand.

In line with this, we would like to ask for your approval to allow us to conduct our survey questionnaire
to Grade 12 academic tract students. Rest assured that the gathered information will be treated with the
utmost respect and confidentiality and will be used sole for research purposes.

Hoping for your positive on this humble matter. Your approval to conduct this study will be greatly
appreciated.

Thank you and God bless!

Respectfully yours,

JOHNMAR C. PRADO JONEL PELEBELLO

MARRY ANN BRINGINO EDWIN ALDRIN CONCEPCION
SHERWIN GUTIERREZ LHYZEL PULMA
NOKIA ERIKA CATE

Checked by: Approved by:

SIR. JR CATADOR JR. BERNADITA O. SALAZAR

Research Adviser Principal III