Professional Documents
Culture Documents
ABSTRACT
and engagement on the academic performance in Science of senior high school students
in selected secondary schools in San Miguel, Bulacan during the second semester of
school year 2021-2022. The findings showed that the students assessed their academic
"frequently true of me" while they agreed that they are academically oriented in terms of
as well as trust in teachers. On the other hand, the students assessed their Science
me"; and affective engagement as "sometimes true of me". The students performed
between senior high school students' independent learning capacity, orientations, and
engagement and their academic performance in Science. It can be inferred that this type
CHAPTER I
2
Introduction
human society. Governments are scrambling to impose various restrictions to prevent the
spread of the virus and curb the death rate. As a result, various activities, including work
and education, have gone online and people have to adapt to the new situation (new
physical classrooms are restricted or closed altogether, most, if not all learning and
teaching activities have been conducted remotely through the internet or other traditional
means such as radio and television broadcasting. Remote learning is vital during the
COVID-19 pandemic, yet it is challenging because it does not have the level of
interactions between teachers and students or between students and students, which is
normal in physical classrooms. This showcases the need for students to develop
autonomous learning as a skill in order to study effectively during and after the COVID-
19 pandemic.
is a DepEd Order No. 12 s. 2020 or the “Adoption of the Basic Education Learning
Continuity Plan (BE-LCP) Year 2020-2021 in Light of the COVID-19 Public Health
offices, units, schools, and community learning centers, as well as learners and their
parents and other stakeholders. The BE-LCP was developed in collaboration with internal
and external partners to build a learning delivery strategy and operational direction that
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ensures the health, safety, and well-being of all Department learners, instructors, and
workers (DepEd Oder No. 12, s. 2020). In accordance with DepEd Order No. 12, s. 2020
“Adoption of the Basic Education Learning Continuity Plan (BE-LCP) Year 2020-2021
in Light of the COVID-19 Public Health Emergency,’ the Department of Education uses
a variety of learning delivery modalities (LDMs) to guarantee that learners have access to
learning opportunities while also protecting the health and safety of both staff and
students. Blended learning, distance learning, and homeschooling are all options (DepEd
Order No. 032, s. 2020). Additionally, DepEd issued directives on flexible learning and
materials, notably DepEd Order No. (DO) 21, s. 2019 or the Basic Education Program
Policy Guidelines. It established Flexible Learning Options (FLOs), which are alternative
educational resources, according to Pokhrel and Chhetri (2021). Teachers and students
should be urged to continue using such online tools to boost teaching and learning once
the COVID-19 outbreak has passed and regular classes have resumed. And provide
answers to these issues: 1.) internet bandwidth is limited; 2.) data packages are too
expensive for some; 3.) appropriate pedagogy for online teaching and learning should be
established, and 4.) building tools for genuine evaluation and timely feedback is another
worry (Pokhrel and Chhetri 2021). No doubt, students may feel neither concentrated
The ability to develop independent learning is necessary for coping with the
students showed that during online classes, students usually felt less motivated to study.
A majority of students in the study believed that the traditional class was more motivating
than the distance learning. Although the study did not explain why it was the case, it is
perhaps due to the lack of classroom interaction as most students in the study believed
that face-to-face contact with the instructor was important. Thus, if students are well-
equipped with the ability to be self-driven, they might be better prepared for such
challenges. In addition, having students who are prepared for the class makes online
Students who have more control over their own education will participate more
actively in educational activities. As a result, they are capable of taking the initiative to
coercion from outside sources thanks to the internal motivation that manifests itself in the
internal motive (Ryan & Deci, 2017). Therefore, it is vital to build students' learning
independence in order to ensure that they are accountable in regulating and growing their
Students that are able to learn independently do not need to rely on their teachers
to acquire new knowledge and information. Students are motivated to try new things as a
result of their high levels of curiosity. The capacity of students to manage themselves,
particularly in the context of the educational process, is a vital process (Sukowati et al.,
2020).
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The capacity to manage and organize lesson plans, as well as time and even their
(Zheng et al., 2020). Students study based on their own initiative, which enables them to
exercise better self-control. Self-regulation is the term used to describe this process.
affect how students select academic tasks in a rather neutral-of-context process: Students
with high learning orientation select tasks they have less mastery of in order to maximize
learning; students with high performance orientation select tasks they already have high
develop these during this pandemic, it helps them to select tasks appropriate to their
academic performance.
Since the students are studying remotely and there is no physical interaction
between them and their classmates and teachers, their performance and motivation in
studying are low. According to Murayama et al., (2016) academic orientation is often
seen as the most positive motivation, and it has been found to be related to students’
mixed, with some correlational studies, mostly in K-12 settings, finding positive
other studies, primarily in higher education, find the opposite (Kaplan and Maehr, 2017).
It has been suggested that the difference might lie in what type of assessments are used to
slightly higher learning orientations among girls/women. Many studies find slightly
differences in academic orientation found, however, that this pattern flipped with the
strongest students; in that study, strong male students were more academic oriented and
more willing to face a challenge. Strong female students were highly performance
avoidant, selecting tasks on which they knew they would perform well (Dweck, 2014).
On the other hand, student engagement is one of the important constructs that is
used to understand the behavior of the student towards the teaching-learning process.
glimpse of how the instructions and academic practices are going on in the university. As
such, it could be used as a powerful tool by the teachers and academic supervisors to
students. The data on student engagement has the advantage of providing information on
environment. It is best understood as a relationship between the student and the school,
teachers, peers, instruction, and curriculum. Student engagement refers to students being
actively involved in their learning tasks and activities. This engagement not only appears
to affect school changes directly such as teacher’s professional identity and school’s
students whose grades have been poor, and lowering levels of student dissatisfaction and
dropout rates (Lei et al., 2015). Especially in this time of pandemic, the students are
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performance.
Perry (2022) argues in his paper that since most students in Science, Technology,
Engineering and Mathematics (STEM) disciplines have reported low engagement, the
secondary STEM education system should prioritize student engagement which will be
profession pathways. In existing literature in his research, he indicates that youth engage
genuinely with STEM activities when they do significant connections to the material
through strategies like project-based learning which blur the line between classroom and
community.
between the two, the results so far have been inconsistent. There are two major
perspectives on this relationship. For example, King (2015) concluded that academic
In the same vein, Dissanayake et al. (2020) found that in higher education in Sri
significant strong positive connections (r= 0.912, p=0.000). Some researchers have
pointed out that, compared to emotional and cognitive engagement, the positive
(Furrer & Skinner, 2013). Taken together, the findings in these studies indicate that
achievement.
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However, other scholars did not reach similar conclusions, and in some studies
researchers have not even found any significant correlation between student engagement
and academic achievement. For example, Shernoff and Schmidt (2018) found that student
engagement did not predict grade point average among college students. Chen et al.,
(2013) also found no significant correlation between student engagement and academic
achievement. Appleton et al., (2016) found that the correlation between cognitive
engagement and academic achievement was weak. A possible explanation for these
results might be that students who achieve good grades master the skills needed to learn
content quickly, thus devoting less time to studying. In contrast, students who get poor
grades do not have a good foundation of skills that help them learn, so they have
difficulty getting good grades even when they attempt to engage more.
Science refers to a curiosity in a thoughtful action about the world and how it
behaves. Anyone can think like a scientist. It is key to innovation, human advancement
and to be a globally competitive. Eldian and Banguis (2022) found on their study that
student’s performance in Science based on their grades during modular approach was just
reiterated that each student has their own learning style and preferences. Some people
discover their essential learning style, while others use several learning styles in different
situations. Student engagement promotes academic success. And if students are well-
equipped with the ability to be self-driven, they might be better prepared for the
challenges. Thus, the learner accepts responsibility for his/her own learning as a basis of
In view of the premise presented above, this study was conceptualized with the
hope that senior high school students’ independent learning capacity, orientations, and
engagement would improve their academic achievement in Science especially in this new
normal.
school students in selected secondary schools in San Miguel, Bulacan during the second
1. How may the independent learning capacity of the senior high school students in
1.1 understanding;
1.2 setting-up;
1.3 utilizing;
1.5 evaluating?
2. How may the academic orientations of the senior high school students in the new
2 How may Science engagement of the senior high school students in the new normal
3.1 cognitive;
3 How may the senior high school students’ academic performance be described in
5 What are the views and insights of the respondents as regards the importance of
6 What program of activities can be crafted from the results of the study?
Hypothesis
The null hypothesis was tested in the study. There is no significant relationship
between the senior high school students’ independent learning capacity, orientations, and
Conceptual Framework
into the inner learning of optimal growth and advocates those students should be regarded
as the subject of learning, and students centered learning should be carried out to promote
the freedom of learning and the initiative of creativity. Constructivism emphasizes the
process of students' active construction and believes that the construction of students'
independent learning ability not only depends on the students themselves, but teachers
also play an important role in promoting students' independent learning. The idea of
lifelong learning education suggests that all members should adhere to the self-education
beyond the school and give full play to their own initiative, and the school should also
provide the environment for lifelong learning. Social cognitive theory suggests that when
students are active participants in metacognition, motivation and behavior, their learning
is autonomous (Zimmerman, 2019). In this paper, the researcher believes that students
with strong independent learning ability would have positive learning attitude and
Benson (2016) points out the number of related but not fully synonymic to
learning), and explained the difference in such way: ‘they describe the way and degrees
of learning by yourself, whereas autonomy refers to abilities and attitudes as well as the
capacity to control own learning’. The researcher also mentions that among other terms
learning or independent learning. That’s why he stresses the necessity to check what the
Learner independence has become a topic of interest and discussions over the last
study of Yildiz (2020) he reiterated that learner autonomy has been considered as a
be responsible for their own learning. Recently, learners are placed at the core of the
language learning process. According to Holec (2011), learner autonomy is ‘the activity
that a learner has developed to take charge of his or her learning’. The activity includes:
a) determining the learning objectives; b) defining its contents; c) selecting methods and
that self-assessment is an important and integral element of learner autonomy. This point
of view is supported by many pieces of research, among them is Little (2015), who
asserted that ‘the basis of learner autonomy is that the learner accepts responsibility for
his/her learning’. According to Benson, the wide notion of autonomy can be classified as
technical autonomy: the act of learning language outside the framework of an educational
which allows learners to take more responsibility for their learning; political autonomy:
control over the processes and content of learning. And in a study of Gonzales et.al.
(2020) they analyze the effects of COVID- 19 confinement on the independent learning
(Spain). They used 458 students from different subjects and divided the students into two
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groups. The result show that there is a significant positive effect of the COVID-19
confinement on students’ performance. And based on the results, they concluded that
In recent years, some scholars at home and abroad have conducted empirical
Zhou and Qi (2014) argue that college students' autonomous learning plays a predictive
learning, achievement goal orientation and academic achievement. In the study of the
control learning behavior, Zhou and Sang (2017) put forward that the self-control
learning behavior is proportional to the internal control score of success attribution, but
has little relationship with failure attribution, and the self-control learning behavior is
positively correlated with the self-efficacy. In their paper, learning motivation, attribution
and self-efficacy are several important internal factors that influence self-control learning
behavior.
(King and Mendoza, 2020). A considerable body of literature suggests that academic
beneficial as it alleviates psychological stress and promotes the use of active learning
strategies, thus leading to high academic achievement. Academic orientations are also
inseparable from some emotional experiences, such as stress, anxiety, depression, and
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between academic orientation and academic outcomes (Huang, 2012). Within distance
limited. The research of Remedios and Richardson (2013) is the only study in which the
relationship between academic orientation and academic achievement for adult students
in a distance education setting was examined. Remedios and Richardson found a positive
and academic achievement of college students. In the study, 243 sample of Bonga
College of Teacher Education from Ethiopia were used. The result of the study revealed
study, Ireri (2015) examined the relationship between academic orientation and academic
achievement among secondary school students in Kenya. The study utilized 390 student
participants drawn from selected public secondary schools in Mbeere South Sub County.
defined as a growth-producing activity where a person pays deep attention and focus in
achievement, and overcoming high levels of distraction, alienation and high dropout
rates. Engaged students do more than attend or perform academically; they also put forth
effort, persist, self-regulate their behavior toward goals, challenge themselves to exceed,
and enjoy challenges and learning. Engagement is a complex construct dealing with
classroom activities, having a sense of belonging amongst peers. All aspects are a part of
student engagement and are necessary for overall academic success on varying levels
these engagements interact would permit instructors to create and facilitate more
had become one of the important aspects studied by many researchers (Estévez et
al., 2021; García-Martínezet al., 2021). Engagement in learning was related to students’
classroom. Students who are actively involved in their learning can enhance their
critical thinking, problem-solving, and grades, as well as apply what they have learned in
The study was also guided by Socio-cognitive theory by Albert Bandura. Bandura
(1977) as cited by Surum (2018) defined learning as an internal mental process that may
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or may not be reflected in immediate behavioral change and postulated that human
behavior is as a result of interplay of factors both inside and outside the individual. He
suggested that personal factors like cognition, biological variables and other internal
events like a person’s beliefs and expectations relevant to ability are related to behavior
which affects the external environment. In the same way, the environment can influence
determination. This implies that learning involves the interaction of several factors, such
theory was of great significance to the study, because it concurs that student academic
engagement affects learning. In addition to that, success on a first attempt on a task may
change internal events such as feelings about the circumstance involved with the success.
From the theory, related studies and literature cited, presented, and explained
above, the researcher came up with the paradigm that served as guide in the conduct of
the study.
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Independent Learning
Capacity
Figure 1 shows that the independent variables are the independent learning
capacity, academic orientations, and Science engagement of senior high school students
in the new normal. These variables were hypothesized to influence (as implied by the
This study is beneficial and important in both teaching and learning. It will help
and engagement on the academic performance in Science of senior high school students,
Senior High School Students. The findings of this study will be of great assistance
to senior high school students as they will become aware of the contributions of their
performance in Science. Moreover, they would be able to be flexible enough in the new
normal wherein they stand on their own even without the assistance of their relatives and
teachers.
will provide them concrete evidence about the significance of students’ independent
results of the study could serve as basis to Science teachers to make a program of
activities on how to improve and develop the students’ independent learning capacity,
School Administrators. The findings can make the school administrators fully
aware on the influence of the students’ independent learning capacity, orientations, and
engagement on their academic performance in Science. They can include the variables
Future Researchers. Results of the study will serve a reference for researchers
who have the same interests. The researcher ultimately believe that the findings of this
study will help the future researchers to fully understand the influence of students’
performance in Science.
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orientations, and engagement on their academic performance in Science. Hence, the main
variables in the study were the independent learning capacity, orientations, engagement
and academic performance in Science. Independent learning capacity was limited only to
academic orientations of the senior high school students were described only in terms of
trust for teacher. Meanwhile, Science engagement of the senior high school students was
The respondents of this study were the senior high school students in selected
secondary schools in San Miguel, Bulacan. This study was conducted in the second
This study was conducted in selected secondary schools in San Miguel, Bulacan.
The schools that participated in this research were John J. Russell Memorial High School,
San Miguel National High School, and Vedasto R. Santiago High School.
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Source:https://en.wikipedia.org/wiki/San_Miguel,_Bulacan#/media/File:Ph_Bul_San_Miguel.jpg
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Definition of Terms
hereby presented.
environment.
Academic Performance. This refers to the students’ grade in Science in the SY:
2021-2022
Academic Self-Efficacy. This refers to the students' beliefs and attitudes about
involved in learning.
Creative Expression. This refers to process in which the senior high school
students takes an idea and brings it to life in forms of visual art, music, writing, and
dance.
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Evaluating. This refers to senior high school students’ capacity in evaluating their
understanding, setting up, utilizing, monitoring, and evaluating their own learning.
Monitoring. This refers to senior high school students’ capacity in monitoring the
use of learning strategies and all the components of their own studies.
number of ideas.
Trust for Teacher. This refers to students’ beliefs that their teacher is someone
Utilizing. This refers to senior high school students’ capacity in using learning
CHAPTER II
METHODOLOGY
The information about the research and sampling procedures that were utilized by
the researcher are provided in this chapter. It includes the research design, data gathering
techniques, sampling procedures, and data analysis scheme that were employed in the
study.
Research Design
Mixed method sequential explanatory research design was used in the conduct of
the study. According to Creswell and Plano Clark (2018) the design is merited on its
strong quantitative orientation, two phase structure and the link to emergent approaches
where the second phase can be designed as a result of the outcomes of the first phase.
This research collected data in two consecutive phases within the study. The quantitative
data was collected first and analyzed followed by qualitative data collection and relate to
the outcomes from the quantitative phase. The design is suitable to this current study in
quantitative findings. The researcher identified the quantitative findings which needed
requested permission from the Bulacan Schools Division Superintendent for the conduct
of this research. Upon receiving the approved permit, the researcher coordinated with the
researcher gathered the needed data using social media platforms such as Facebook,
The needed data for the study was divided into two categories: quantitative and
the other hand, the qualitative data was acquired through semi-structured interviews. In
the video call through messenger, the researcher asked questions using an open-ended
questionnaire that was created in conjunction with the problems raised in the preceding
chapter.
In the quantitative data gathering, the questionnaire that utilized were composed
of three (3) parts. Part I of the questionnaire was adapted and modified from Gulten
(2015) to describe the senior high school students’ independent learning capacity.
Meanwhile, Part II was adapted from Davidson et al., (2019) utilized to gauge the
academic orientation of the students amidst pandemic. On the other hand, Part III was
adapted from Gaylo (2017) used to measure the Science engagement of the respondents.
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For the academic performance, the researcher asked the students’ grades in the first
The researcher made sure that all the collected data (quantitative and qualitative)
were used for the research purposes only. These data were stored in one folder in the
researcher’s laptop and will be permanently deleted after the final defense. Moreover, the
names, residences and other personal information of all the respondents were not
Sampling Procedures
This study utilized purposive sampling in selecting the school respondents. Only
the secondary schools in San Miguel, Bulacan that offer STEM in senior high school
were considered participants in the conduct of this research. Since the total number of
Grades 11 and 12 students is too big, only 10 percent was chosen as sample respondents.
acceptable for a study depends upon the type of research involved - descriptive,
correlational or experimental. For descriptive research the sample should be 10% of the
population for a larger population as large as 1000. But if the population is small (as
small as 500 and below) then 20% may be required. In correlational research at least 30
GRADE 11 GRADE 12
School Total
N n N N
John J. Russell Memorial High 40 4 45 5 9
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School
San Miguel National High School 1893 189 585 59 248
Vedasto R. Santiago High School 474 47 478 48 95
Total 2407 241 1108 111 352
Meanwhile, 4 students per school (two from Grade 11 and two from Grade 12)
gather the qualitative data for the study. These respondents were given prior information
about the topic that will be asked during the interview. This was done for them to be
ready and have some background knowledge on the importance of interactions and
where the sample is fairly homogeneous. However, if the sample is heterogenous, then
After collecting all the quantitative data, it was organized, tallied, tabulated, and
Descriptive statistics such as range, mean and standard deviation was computed to
describe the senior high school students’ academic performance in Science in the new
normal.
between the students’ independent learning capacity, orientations and engagement and
For the collected qualitative data, content analysis was utilized to analyze these
data. Qualitative content analysis is one of the several qualitative methods currently
available for analyzing data and interpreting its meaning. As a research method, it
prerequisite for successful content analysis is that data can be reduced to concepts that
Document Analysis was used to describe the senior high school students’
academic performance in Science through their grades that will be given by their
CHAPTER III
This chapter deals with the presentation, analysis and interpretation of the data
collected and the results of the statistical treatment employed in the study with the
Students who have independent learning capacity have a good work ethic, robust,
Through independent learning, a student will be able to determine the steps that
must be taken in learning, able to obtain self-learning resources, and able to conduct self-
The assessments of the senior high school students with regard to their academic
Understanding
teachers and students to track what students understand and can do throughout a lesson.
As a result of this ongoing assessment, teachers and students make adjustments to what
they are doing to ensure that gaps in understanding are addressed and that students who
The assessments of the senior high school students regarding their independent
It can be noted from the table that item “In Science, I understand that it is very
important to study hard according to the lesson objectives” garnered the highest
computed weighted mean of 4.44 with a verbal description of “always true of me.”
Meanwhile, item “In Science, I understand the teacher’s teaching objectives and turn it
into my own learning objectives” received the lowest computed weighted mean of 3.29
with a verbal description of “sometimes true of me”. A closer look at the table reveals
that a computed overall mean of 4.07 was recorded which is verbally interpreted as
These results imply that senior high school students believe they need to work
extremely hard and spend additional effort in order to understand Science lessons.
In contrary to the present findings, the findings of Junio-Sabio et al. (2020) show
that students' performance in Science subjects fluctuated over five school years, implying
that their aggregate performance decreased, slightly increased, and then decreased again.
It is clear that the learning outcomes in Science generally indicate poor performance as
Setting-Up
One of the important things the students should do when learning in the new
normal is to set-up and create their personal goal. When they set-up clear goals, it’s easier
to manage their time and stick with their tasks. They must always remember why they are
studying in the first place. They need to focus on their end goal and what they can
achieve when they finish their classes. They should have enough encouragement and
motivation.
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The assessments of the senior high school students as regards their independent
It can be examined from the table that item in “In Science, I set up my objectives
description of “always true of me.” On the other hand, item “In Science, I set up a time
plan to study” got he lowest computed weighted mean of 3.24 with a verbal description
of “sometimes true of me.” Further examination of the table shows that a computed
overall mean of 3.98 was computed which is verbally interpreted as “frequently true of
me.”
These results imply that senior high school students know that setting their goals
and objectives would make them more responsible in accomplishing their school tasks.
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According to the findings Yilmaz (2018), students who take responsibility for
their own learning will set their own learning goals and plan for creative learning. Putting
concrete form. They remind the learner regularly of the goals they have set for
themselves. The act of setting and working toward personal objectives has been shown to
adversity and rewarding effort afterward (Yilmaz, 2018). In addition, it provides students
with exposure to new regular classes as they are learning, and its efficacy is boosted by
providing students with appropriate study incentive. Classes in the new normal have a
more significant effect on students' resourcefulness since they are an alternative to the
Utilizing
Skills utilization is about ensuring the most effective application of skills in the
workplace to maximize performance. Skills utilization allow students to arrange, sort and
The assessments of the senior high school students with regard to their
It can be observed from the table that item “In Science, I utilize various sites on
the internet in answering my modules” received the highest computed weighted mean of
4.41 with a verbal description of “always true of me.” On the other hand, item “In
Science, I utilize various learning materials” got the lowest computed weighted mean of
3.48 with a verbal description of “frequently true of me.” Further observation of the table
reveals that a computed overall mean of 4.06 was generated which is verbally interpreted
These results imply that the senior high school students point to a significant level
of internet dependence. They also see the internet as a trustworthy information resource
where they can quickly and readily find any piece of information they need. Search
engines like Google, Bing, and Yahoo are great tools for researching current events and
learning more about new topics. Research on any topic can be conducted by students to
increase their understanding and acquire relevant course materials, which can have a
respondents and how they access the Internet; that is, the location from which they access
Monitoring
interpretation, and use of information that can provide evidence of student progress.
Monitoring enables the students to understand what it is that they are actually learning.
The assessments of the senior high school students about their independent
It can be gleaned from the table that item “In Science, I monitor whether my
learning approaches are suitable to myself or not” got the highest computed weighted
mean of 4.05 with a verbal description of “frequently true of me.” On the other hand,
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item “In Science, I monitor my learning strategies and adjust if I find they are not suitable
for me” got the lowest computed weighted mean of 3.35 with a verbal description of
“sometimes true of me”. Further perusal of the table shows that a computed overall mean
These results show that senior high school students are aware that monitoring
their learning allows them to evaluate the success of their own ways in studying their
classes. In doing this, these students would be able to make some alterations in order for
basis also enables the teacher to review a student's current performance level, as well as
In the same vein, academic monitoring can bring better outcome in higher study
by minimizing the numbers of fails (Nunes et al., 2018). Also, according to the findings
of Greene (2015), by keeping track of their academic progress, students are inspired to
take responsibility for their education, which aids in the development of learner agency—
Evaluating
performance. In doing this, students learn to: objectively reflect on and critically evaluate
their own progress and skill development; identify gaps in their understanding and
capabilities; discern how to improve their performance; and learn independently and
think critically.
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The assessments of the senior high school students as regards their independent
It can be seen from the table that item “In Science, I evaluate to try to cooperate
and learn together with my classmates” yielded the highest computed weighted mean of
4.45 with a verbal description of “always true of me.” Meanwhile, item “In Science, I
evaluate the advantage of the learning resources available” got the lowest computed
weighted mean of 3.29 with a verbal description of “sometimes true of me.” Further
analysis of the table reveals that a computed overall mean of 3.72 was obtained which is
These results imply that senior high school students think they will learn more if
they do school tasks in Science with their classmates. It helps students learn how to better
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meet their own learning needs and gives them the power to be change agents in their own
achievement.
experience during the pandemic using a narrative inquiry approach. The findings
indicated that students considered online learning as ineffective due to several challenges
that they encountered. Among these were lack of social interaction among students, poor
Academic orientation is a term that describes the way that students think about
and approach their studies; more specifically, it looks at the relationship between these
two factors. Thinking about and reviewing their own personal academic orientation is a
very useful thing for every student to do as it allows them to do two things: discover the
beliefs and assumptions that underpin the way they approach their studies; and begin to
The assessments of the senior high school students with regard to their academic
structure dependence and trust for teacher are indicated in Tables 7 to 11.
Academic Apathy
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low attendance rates, missing exams, refusal to learn and explore, ignorance to penalties,
no desire to cite their opinions, and little or no involvement in student activities. Students
with this problem generally take learning as a burden instead of as a source of delight.
They are not usually motivated to learn and exhibit a “don’t care” attitude.
The assessments of the senior high school students with regard to their academic
It can be gleaned from the table that item “In Science, I try to exert just enough
effort to avoid failing” obtained the highest computed weighted mean of 4.63 with a
verbal description of “strongly agree.” Meanwhile, item “In Science, my goal is to get the
best grade I can without expending a lot of effort on my schoolwork” got the lowest
computed weighted mean of 2.58 with a verbal description of “disagree.” Further perusal
of the table reveals that a computed overall mean of 3.85 was recorded which is verbally
interpreted as “agree.”
These results imply that senior high school students attempt to avoid failing by
studying at a steady, consistent pace and exerting the minimum amount of effort
necessary to get the passing grade. In general, individuals learn more from their mistakes
than their victories. Not only do students discover what does not work so that they can
modify future attempts, but they also learn about themselves and develop some empathy
In conformity to the findings of the present study, Tus (2021) were implying that
students with higher GWA exhibited reduced signs of anxiety disorder, including fewer
forms of anxiety and fewer feelings of anxiety. Anxiety and depression in the home can
Creative Expression
Creative expression refers to how students use music, movement, building, and
play to express themselves. Creative expression can help to make concepts more
Table 8 exhibits the assessments of the senior high school students with regard to
is thrilling” received the highest verbal description of “strongly agree” with a computed
weighted mean of 4.25. Meanwhile, item “In Science, it is important to learn about other
cultures and ways of life” got the lowest computed weighted mean of 3.03 with a verbal
description of “moderately agree.” Closer analysis of the table reveals that a computed
These results imply that the senior high school students feel happy to learn new
things at school. This feeling of happiness and excitement about learning something new
opens new doors for the students, who enjoy and benefit from creative and artistic ways
something. Students who love to learn are always trying to improve themselves by taking
on new subjects and learning more about things they already know. Even though they
41
might get frustrated if the subject matter is too hard, the process of learning makes them
happy.
In line with the current findings, Pamintuan (2021) found that even though
elementary school students had difficulties at school, they were still imaginative and
interested in learning. He used a multi-method approach to look into the more dynamic
parts of creative learning. In addition, Gajda et al. (2017) revealed that students still have
fun and learn new things. This means that teacher activities that support creativity in the
In the conducted interview, the students were asked, "How do you display your
creativity in your schoolwork?" Many of these students claimed that holistic tasks can be
expressed through the visualization of ideas and objectives. Other students stated that
they constantly stimulate their senses. In addition, others claimed that they devise rituals
Academic Self-Efficacy
complete academic tasks and master the content. It can enhance student achievement,
promote mental health and well-being, and accurately predict motivation and learning.
Table 9 exhibits the assessments of the senior high school students with regard to
It can be noted from the table that item “In Science, I feel aware of how to get
good grades” garnered the highest computed weighted mean of 4.49 with a verbal
description of “strongly agree”. Meanwhile, item “In Science, I am positive that I can get
a good grade” received the lowest computed weighted mean of 3.68 with a verbal
description of “agree.” A closer look at the table reveals that a computed overall mean of
These results imply that the senior high school students, with due regard to their
ability can easily learn the material and perform well on a test. Having a strong, positive
belief in one's ability and ability to achieve goals lead to positive results.
In accordance with the findings of the presents study, Honicke and Broadbent
and the academic performance of university students. Academic self-efficacy was found
to have a moderate correlation with academic success. Several mediating and moderating
factors were discovered, such as effort regulation, deep processing techniques, and goal
orientations.
In the conducted interview, the students were asked how they assessed their self-
efficacy in terms of their performance inside the classroom. Many of these students
mentioned that they conducted assessments to gauge their talents and determine whether
they remain competent in doing performance task. Other students stated that, as part of
self-evaluation, they choose situations and engage in tough activities they believe they
Structure Dependence
number of ideas by putting together a limited number of parts. Students with this trait
appear to recognize the connection between themselves and others whose existence
creates an instantaneous dependency when there is planned or ongoing task that demands
collaboration.
Table 10 exhibits the assessments of the senior high school students with regard
It can be examined from the table that item “In Science, the place where I study
must be perfectly quiet” yielded the highest computed weighted mean of 4.62 with a
verbal description of “strongly agree.” On the other hand, item “In Science, it is very
important that the teacher makes it perfectly clear what students must do in order to
succeed” got the lowest computed weighted mean of 4.09 with a verbal description of
“agree.” Further examination of the table shows that a computed overall mean of 4.33
These results imply that the senior high school students frequently believe that
studying in a quiet place is beneficial for them. This allows the capacity to concentrate in
peace and quiet, free from interruptions, can greatly improve the quality of their
performance. Students are able to give their full attention to the task at hand.
environmental inputs from the physical learning environment can raise the cognitive load
on learners' working memory. Since it requires effort for a student to interpret irrelevant
45
During the interview, students were asked how reliant they were on the learning
environment setup. Many of these students stated that having a comfortable and
conducive learning environment helps them to stay motivated and cope with a variety of
scenarios and learning tasks. Other students believe that the best study environment is
collaboration and is an essential resource for both teacher and student in the teaching and
learning process.
The assessments of the senior high school students with regard to their academic
Table 11. The Academic Orientation of the Senior High School Students
in terms of Trust for Teacher
study hard.
5. I trust my teacher. 287 37 19 6 3 4.70 SA
Overall Mean 4.32 SA
Legend:
Scale Verbal Description
4.21 – 5.00 Strongly Agree (SA)
3.41 – 4.20 Agree (A)
2.61 – 3.40 Moderately Agree (MA)
1.81 – 2.60 Disagree (D)
1.00 – 1.80 Strongly Disagree (SD)
Interestingly, it can be observed from the table that items “In Science, I trust my
teacher” and “In Science, my teacher is very much knowledgeable” received the same
highest computed weighted mean of 4.70 with a verbal description of “strongly agree.”
On the other hand, item “In Science, my teacher is always there when I need assistance”
got the lowest computed weighted mean of 3.30 with a verbal description of “moderately
agree.” Further observation of the table reveals that a computed overall mean of 4.32 was
These results imply that the senior high school students display trustworthiness
and dependability with regard to their teachers. Trust is an essential quality in both a
healthy connection between a teacher and a student and an effective educational setting.
resource for both the instructor and the student in the process of teaching and learning.
In conjunction with the present study, Amemiya et al. (2020) conducted a diary
classroom behavioral engagement the day after being disciplined by a particular teacher.
The results suggested that discipline had no correlation with the following day's behavior
among adolescents in whom teacher trust was low. In contrast, adolescents with high
teacher trust but low institutional trust became less involved as a result of discipline,
while those with high teacher trust and institutional trust became more engaged. These
47
findings imply that teenagers understand discipline within the social context of trust, and
that adolescents' trust in the institution and teacher is crucial for discipline to enhance
behavior.
In the conducted interview, the students were asked regarding their confidence in
their teacher. Most of these students responded that they follow their teacher direction
and explanation for them to avoid confusion. Other students stated that their teachers
motivate and influence them through their strategies for having a positive mindset and
view on activities.
The assessments of the senior high school students regarding their Science
Tables 12 to 14.
Cognitive
students adopt to better absorb the educational material. Additionally, it is the amount to
48
which students are willing and able to undertake the assigned learning activity. This
comprises the amount of effort and perseverance that students are willing to engage in a
subject.
The assessments of the senior high school students about their Science
more” got the highest weighted mean of 4.21 with a verbal description of “Always True
of Me” and the statement “I am reading book in advance to be ready” got the lowest
These results imply that the senior high school students frequently believe that
studying in a quiet place is beneficial for them. This allows the capacity to concentrate in
49
peace and quiet, free from interruptions, can greatly improve the quality of their
performance. Students are able to give their full attention to the task at hand.
Results of the present study are similar to, Greene (2015) conducted a 20-year
study in which she analyzed self-report measures as they pertain to the measuring of
In the interview that was done, the students were asked how they use cognitive
skills to learn about science. Many of these students said that spreading out new
information so they can process it helps their brains work better. Other students say that
Behavioral
complete academic work. Engaging students in the learning process heightens their
The assessments of the senior high school students about their Science
tests.
5. I am doing my projects creatively on
243 69 22 11 7 4.51 AT
time.
Overall Mean 4.25 AT
Legend:
Scale Verbal Description
4.21 – 5.00 Always True of Me (AT)
3.41 – 4.20 Frequently True of Me (FT)
2.61 – 3.40 Sometimes True of Me (STM)
1.81 – 2.60 Seldom True of Me (ST)
1.00 – 1.80 Never True of Me (NT)
It can be seen from the table that item “In Science, I am doing my assignments”
yielded the highest computed weighted mean of 4.56 with a verbal description of “always
true of me.” Meanwhile, item “In Science, I am listening to the teacher’s discussion
during online class” got the lowest computed weighted mean of 3.86 with a verbal
description of “frequently true of me.” Further analysis of the table reveals that a
computed overall mean of 4.25 was obtained which is verbally interpreted as “always
true of me.”
These results imply that senior high school students make efforts to do their
Doing their assignments give students a chance to study, apply what they have learned,
and show that they understand the material. It demonstrates to the instructor that the
involvement varied based on circumstance and demonstrated the need for a more nuanced
engagement and student interaction with peers, but the connection between peers and the
In the conducted interview, students were asked, “What behavior do they foster in
their science learning?” Many of these students responded that they cultivate a favorable
attitude toward science learning. Other students stated that they must undergo conceptual
Affective Engagement
involvement. The greater the student's level of interest, enjoyment, positive attitude, the
positive value held, inquisitiveness, and sense of belonging, the better his or her affective
engagement.
The assessments of the senior high school students about their Science
It can be gleaned from the table that item “In Science, I am happy that my teacher
mean of 4.31 with a verbal description of “always true of me.” Meanwhile, item “In
Science, I enjoyed the activities” got the lowest computed weighted mean of 2.19 with a
verbal description of “seldom true of me.” Further perusal of the table reveals that a
computed overall mean of 3.37 was recorded which is verbally interpreted as “sometimes
true of me.”
These results imply that the senior high school students demonstrate affective
and connection to their school when teachers make an effort to get to know each of their
students. This sense of belonging and connection can then serve as a foundation for the
In accordance with the findings of the presents study, Pe et al. (2022) demonstrate
that teacher support influences students' academic performance via learner engagement,
In the conducted interview, the students were asked about their extent of
emotional engagement in science learning. Many of these students claimed that they
exhibit positive emotions to express their desire to study more in science, such as interest
and eagerness. According to some students, one must demonstrate excitement and
In this part of the study, the academic performance of the senior high school
F
Grade Percent Verbal Description
(N=352)
90 and above 27 7.67 Outstanding (O)
85 – 89 98 27.84 Very Satisfactory (VS)
80 – 84 149 42.33 Satisfactory (S)
75 – 79 78 22.16 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 96
Mean 83.06
Verbal Description Satisfactory (S)
Standard Deviation 4.55
It can be examined in the table that more than two-fifths or 42.33 percent of the
senior high school students registered grades that ranged from 80 to 84 (satisfactory).
Meanwhile, more than one-fourth or 27.84 percent obtained grades that lie within the
bracket of 85 to 89 (very satisfactory). On the other hand, more than one-fifth or 22.16
percent of the respondents yielded grades that ranged from 75 and 79 (fairly satisfactory).
The remaining 7.67 percent got grades that lie within the highest bracket of 90 and above
(outstanding).
A close examination of the table reveals that the grades of the Senior high school
students in Science ranged from 75 to 96. The mean was recorded at 83.06 (satisfactory)
while the standard deviation which measures the spread of the students’ grades in Science
These results disclosed that 352 senior high school students obtained grades that
lie within the bracket of 79 to 96. Additionally, these findings imply that for almost two
54
years of the implementation of distance learning, some students were not fully adjusted
which is proven by the satisfactory grades obtained by most respondents of the study.
In accordance with the recent study, Hizon (2022) found that the academic
performance of the junior high school in the new normal was described as “satisfactory.”
She concludes that, there is significant relationship between the junior high school
students’ learning skills and their academic performance in the new normal.
The Relationship between the Senior High School Students’ Independent Learning
Capacity, Orientations and Engagement and their Academic Performance in
Science
Table 16 exhibits the results of the correlation analysis which was done to
determine if significant relationship existed between the senior high school students’
performance in Science.
Table 16. Results of Correlation Analysis on the Relationship between the Senior High
School Students’ Independent Learning Capacity, Orientations, and Engagement
and their Academic Performance in Science
It can be examined from the table that highly significant relationship was found
between the senior high school students’ independent learning capacity, orientations and
relationship was brought about by the fact that the computed probability value (p=0.000)
for these variables is less than the 0.01 level of significance. Further examination of the
tabulated results reveals that direct relationship (as implied by the positive sign of the
correlation values that ranged from 0.752 to 0.843) existed between the aforementioned
variables. This discloses that as the level of students’ independent learning capacity,
In conjunction to the present findings, Ejubović and Puška (2019) reported that
from the results of their exploratory factor analysis (EFA), it was shown that the
statements within Self-Regulated Learning are grouped into five factors: goal-setting,
regression analysis proved that 4 of 5 factors have a positive impact on satisfaction and
In the conducted interview with the senior high school students, they were asked
their Science learning. The majority of these students agreed that successful Science
learning outcomes can be achieved through the use of constructive strategies such
both attitudes and behaviors, as well as positive approaches in learning such as showing
of enthusiasm, curiosity, or engagement when learning. Students also believed that they
would perform better academically if they were given the tools and encouragement to
learn independently.
received lower assessments from these students. Hence, the researcher offers the Program
It can be observed from the table that the objectives from table 17 are to develop
the affective engagement of students in Science, to inculcate among the value monitoring
CHAPTER IV
This chapter presents the summary of the major findings, the conclusions arrived
at based on the findings, and the recommendations given in accordance with the
conclusions.
Findings
and engagement on the academic performance in Science of senior high school students
in selected secondary schools in San Miguel, Bulacan during the School Year 2021-2022.
Using the procedures described in the preceding chapter, the answers to the
problems raised in this study were ascertained and summarized as follows: Findings
revealed that senior high school students assessed their academic self-concept in terms of
Meanwhile, the senior high school students agreed that they are academically
On the other hand, the senior high school students assessed their Science
The senior high school students’ academic performance in Science was described
as “satisfactory”.
Highly significant relationship was found between the senior high school
students’ independent learning capacity, orientations, and engagement and their academic
performance in Science.
Conclusions
Based on the findings of the study, this conclusion was drawn: There is a
significant relationship between the senior high school students’ independent learning
capacity, orientations and engagement and their academic performance in Science in the
new normal. When the students have the capacity to study on their own, positive feelings
towards Science, they would be able to attain higher grades in the subject. This highlights
drive to succeed academically on a daily basis. These findings demonstrate the crucial
Recommendations
1. Science teachers may evaluate the activities being provided to their students
subject.
2. Science teachers has to ensure that their students comprehend the goals of the
various classes they are taught in order to convey to their students an accurate
3. Teachers may integrate in their lessons the value of monitoring their own
learning and being creative not only in Science but in all subjects as well.
implementation.
5. For future researchers, further research along this line could be conducted.
The same study may be conducted to junior high school students to further
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