Impact of Cigarette Smoking in Student’s Health in Relation to Academic Achievements

REAL, Franz Benedict

VERDE, Christan

JAVIER, Jan Axl

MIRAYO, Micah Gayl

VILLANUEVA, Ashley Dianne

VALLEGA, Jebert

MABOLI, Mia Kyla

FLORES, Madelyn

GENOVA, Cedrik Ely

DOC. Catherine Pillora

Research Adviser

Himamaylan National High School

S.Y 2022-2023
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CHAPTER I

INTRODUCTION

Background of the Study

According to world health organization any substance which changes mental or physical

functions are called psycho active substances. The Diagnostic and Statistical Manual of

Mental Disorders (DSM-V) defines substance abuse as self-administration of any drug,

which deviates from approved social or medical patterns(WHO,2018). Regardless of

negative impacts substance is always used by youth, use of psycho active substance like

tobacco products, alcohol beverages and marijuana have become major public health

issues (Deressa W, Azazh A,2018). Substance use in students is associated with many

different factors like peer pressure, age, sex, personal pleasure, family substance abuse

and poor academic achievement (Tehrani MA, Moghadam FM, Sh K.,2018). “Substance

use in young people (aged 10–24 years) might disrupt key periods of transition that occur

as the adolescent brain undergoes cognitive and emotional development, and key

psychosocial transitions are made”. Adolescence is the vulnerable phase, since this is the

time when substance use initiated, which have a negative impact on their (adolescents)

academic performance as well (Stockings E, Hall WD, Lynskey M, Morley KI, Reavley N,

Strang J, et al., 2015). Substance abuse is becoming a a major concern among students,

the use of substance including smoking, is known for its significant association with

mental distress and consequently this mental distress can affect the students’ academic

performance negatively (Mekonen T, Fekadu W, Mekonnen TC, Workie SB.,2018). The

Student’s Performance (academic achievements) plays an important role in producing the

best quality graduates. Many practical studies are carried out to investigate factors

affecting Senior High Student’s performance.

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Student Academic performance is challenging aspects influenced by multiples factors:

social, psychological, economic, environmental and personal factors.

The brain area responsible for executive functions and attention deficits, which aggravate

with the years of smoking. Many physical changes occur in the brain and body as a result

of tobacco abuse. These physical changes can make learning and concentration more

difficult and can negatively affect school performance (academic achievement). Student’s

performance are the product of Socio- economic, psychological and environmental

factors. Also there are numbers of factors affecting the academic performance including

teaching style, language assessment and academic stress.

Cigarette Smoking, especially among high school students, remains a significant issue

worldwide. This survey aims to investigate and evaluate the smoking behavior and

smoking-related knowledge and their relationship in students of Himamaylan National

High School. Cigarette use is among the most alarming problems concerning global

health. Approximately 80% of smokers around the world are located within low-and-

middle-income countries where the highest rates of cigarettes-related diseases and death

are recorded. Recent studies have reported that individuals who begin to smoke when

they are teenagers and continue to smoke for another 10 to 50 years (as do 70%) could

die twenty years earlier than expected. Tobacco use negatively impacts our physical and

mental health. This is particularly true for high school students, who are already facing

major health challenges such as stress. Cigarette use has also been connected to poor

academic performance, high-risk drinking behavior, illicit drug use and high-risk sexual

behavior.

Statement of the Problem

The aim of this study is to determine the the impact of cigarette smoking as

predictor of Himamaylan Senior High School students’ health and academic

performance.
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Specifically, this study will answer the following questions:

1.What is the demographic profile of the senior high school student according to:

a) Age

b) Sex

c) Grade level

2.) What is the level of smoking of senior high school students when grouped according to:

a) Age

b) Sex

c) Grade level

3.What is the level academic performance of senior high school students according to:

a) Age

b) Sex

c) Grade level

4. What is the level of the health status of senior high school students when grouped

according to:

a) Age

b) Sex

c) Grade level

5. Is there a significant difference on the level of smoking of senior high school students when
grouped according to:

a) Age

b) Sex

c) Grade level

6. Is there a significant difference on the level of academic performance of senior high

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students when grouped according to:

a) Age

b) Sex

c) Grade level

7. Is there a significant difference on the level of health status of senior high school students

when grouped according to:

a) Age

b) Sex

c) Grade level

8. Is there a significant relationship between the level of smoking to the health status of

Himamaylan Senior High School students?

9. Is there a significant relationship between the level of smoking to the academic performance

of Himamaylan Senior High School students?

Null Hypothesis

1. There is no significant difference on the level of smoking of senior high school students.

2. there a significant difference on the level of health status of senior high school students.

3. There is no significant difference on the level of academic achievement of senior high

school students.

4. There is no significant relationship between the level of smoking to the health status of

Himamaylan Senior High School students.

5. There is no significant relationship between the level of smoking to the academic

achievement of Himamaylan Senior High School students.

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Theoretical Framework

This study is underpinned in Social Learning Theory: According to this theory, students learn

behaviors and attitudes through observing others, including peers who smoke. Students who

observe their peers smoking may be more likely to engage in the same behavior.

Self-Medication Hypothesis: This theory suggests that students who smoke cigarettes may do so as

a way to cope with stress, anxiety, and depression, which can negatively impact their academic

performance.

Cognitive Theory: According to this theory, smoking can have a direct impact on a student’s

cognitive abilities, leading to decreased attention, memory, and problem- solving skills.

Addiction Theory: Smoking cigarettes can lead to nicotine addiction, which can cause physical and

psychological withdrawal symptoms. These withdrawal symptoms can interfere with a student’s

ability to concentrate and perform well in school.

Conceptual Framework

Cigarette

Smoking
Demographic
Health
profile of students:
Status of
a) Age Students
Academic
Performance
b) Sex of Students
c) Strand

Figure 1. Schematic Diagram of Conceptual Framework

The above illustration shows the linkage between the impact of cigarette smoking on the

health and academic achievement of senior high school students can be broken down

into three main components: cigarette smoking, health outcomes, and academic

achievement. Cigarette Smoking: This component includes the frequency and duration of
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cigarette smoking, as well as other related factors such as exposure to secondhand

smoke and nicotine addiction.

Health Outcomes: This component includes the various negative health outcomes

associated with cigarette smoking, such as respiratory diseases, heart disease, and

cancer. It also includes the impact of these health outcomes on a student's ability to

attend school, concentrate during class, and perform academically.

Scope and Limitations

This study is limited to two hundred ninety-four (294) students, both in Grade 11

and Grade 12 academic track: Science, Technology, Engineering, and Mathematics

(STEM); Accountancy, Business, and Management (ABM); and Humanities and Social

Sciences (HUMSS) strand of Himamaylan National High School in Himamaylan City,

Negros Occidental in the Second Academic Quarter of School Year 2022 – 2023.

The study will focus on the academic performance which will be measured in three

(3) aspects namely: Volitional Competence, Grit, and Metacognitive Awareness of Public

Senior High School Learners in Face-to-face class composed of randomly selected

participants from Grade 11 and Grade 12 students. The independent variables are sex,

grade level, and strand.

Significance of the Study

The outcomes of the research are thought to be beneficial for the following:

Current Researchers. This study will be important to current researchers as it can

help in the development of new research studies and be used as a benchmark in the

currently on-going researches.

Curriculum Planners. The study’s findings will give educational planners and
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policy makers the information they need in order to improve the current academic

curriculum for the student’s academic performance.

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Future Researchers. The details and outcome of the study will be beneficial to

future researchers since the study can serve as a basis for future research studies as

well as become the baseline if chosen to be continued in later dates.

School Officials. The information obtained will aid administrators in making

decisions that are best for the student population. They have the ability to organize

gatherings or symposiums to raise awareness about smoking

Students. The findings of this study will assist students in controlling their cigarette

consumption in order to preserve their academic performance and prevent failures. In

addition, the findings of this study will increase student’s awareness of how to perform

better academically in the absence of cigarette smoking. They will have more knowledge

on the effect of smoking to their academic achievements.

Parents. With the aid of this study, parents will be able to enforce discipline, stop

their kids from smoking, and encourage them to prioritize their studies more.

Cigarette Retailers. The finding of this study will prompt retailers to think about

offering cigarettes to students.

Definition of Terms

In order to further understand this study, the following terms are defined conceptually

and operationally:

Academic Performance

Conceptually, academic performance in the educational context is the academic

objective to be achieved by a student, educator, or institution over a particular

timeframe, which is assessed either by examinations or continuous assessments, and

the focus may

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vary from one individual or institution to the other. Academic performance is the output of

academic progress, indicating how well a student, teacher, or institution has met their

educational objectives (Abdullah, B. & Narad, A., 2016).

Operationally, it refers to the academic performance of the Grade 11 and 12 ABM,

HUMMS, and STEM students in their second semester of senior high school.

Awareness

Conceptually, awareness is a process that summarizes and updates knowledge

derived from an environment as a result of engagement between participants and their

surroundings (EduTech Wiki, 2015).

Operationally, it refers to the students’ recognition in their own intellectual

capabilities as senior high school students.

Competence

Competence is defined as a person's combination of training, abilities,

experience, and knowledge, as well as their capabilities to practice them safely to

accomplish a task (Health and Safety Executive (HSE), 2021). Measuring the outcomes

of competency-based learning programs necessitates first assessing current

performance at the commencement of the project, accompanied by multiple

assessments after the training is completed and the individual has had the opportunity to

demonstrate how their performance has improved (Janoska L., 2020).

In this study, it serves as the academic skill set of the students.

Grit
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Grit is defined as the ability to persevere and be passionate about long-term

goals. The psychological definition of grit includes two components: the ability to stick to

long- term goals and the ability to persevere in the face of adversity (Edblad, P., 2017).

Grit is measured by the ability of individuals to maintain focus and interest while

persevering in achieving long-term goals (Research and Development (RAND)

Corporation, 2018).

In this study, it refers to the tenacity of students to see through their academic
goals.

Metacognitive

Metacognition is the action of thinking about thinking. It has become a

progressively beneficial mechanism for enhancing student learning, both for immediate

results and for assisting students in understanding their own learning processes. As a

result, metacognition is a broad concept that refers to knowledge and thought processes

about one's own learning (Owen, D. & Vista, O., 2017). Metacognition can be assessed

in a myriad of aspects based on whether the focus is knowledge, monitoring, or control.

These methods involve surveys, comparing student predictions to exam performance,

and investigating students' decisions during the learning process (Dunlosky, J., et.al.,

2020).

Operationally, it is the intellectual capabilities of senior high school students.

Metacognitive awareness

Metacognitive awareness is the recognition of one's own thoughts and strategies.

It allows students to be more aware of what they are doing and why they are doing it, as

well as how the skills they are learning may be applied differently in varying

circumstances (Premachandran, P. & Jaleel, S., 2016). It can be assessed by students'

self-evaluations of
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how effectively they utilize comprehension approaches when working with academic or

school-based narratives (Research and Development (RAND) Corporation, 2018).

Operationally, it refers to the students' awareness about their knowledge and the

regulation of learning processes to meet the demands of particular tasks.

Volitional

Volition denotes the transition from desire to action, particularly when competing

goals are present. The concept in learning environments refers to operating with the goal

of fulfilling learning objectives (Keller, J., 2020). It can be evaluated by systematically

recording how an individual responds and acts in their surroundings (de las Haras, C.,

2022).

Operationally, it refers to the senior high school students' use of one's will.

Volitional competence

The ability of an individual to decide on and initiate a course of action is referred

to as volitional competence (Kirshtein, P. & Pagel, P., 2017). It can be analyzed by

methodically monitoring how a person interacts and behaves in their environment (de las

Haras, C., 2022).

Operationally, refers to the abilities of the students to stay task-focused and ward

off distractions in their academic journey.

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CHAPTER II

Review and Related Literature

This chapter presents the relevant literature and studies presented in this chapter

were considered to strengthen the claim and importance of the present study.

Smoking has negative effects on a person health as well as their financial security,

personal life, and well-being of others around them. Almost all of the body organs

and causes sickness and impairment at least 30 persons suffer from a major

smoking related illness for every smokers who passes away. Smoking also raises the

risk of developing cancer, heart disease, strike king conditions diabetes

(CDC 2014).

Smoking immediately affects a young person’s health, but their future too young

smokers are more likely to develop severe levels of nicotine addiction compared to

adults, which leads to continued tobacco use as they grow older nicotine arrows

blood vessels increases blood pressure and puts added strain on the heart this

means shortness of breath asthma and respiratory illnesses not to mention centre

and other chronic diseases. Aside from health effects, there are also many adverse

social effects of smoking, it can make hair and clothes stink, stain teeth and cause

bad breath, and smokers tobacco can lead to cracked lips, sores, and bleeding in the mouth.

                                                                
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Students who smoked tend tonged lower average result compared to students who

are non-smokers students that proofs the association between the habit of smoking

and the student’s academic achievement Atallah (2015)

                                                                       

The relationship between cigarette smoking and academic achievements was

investigated. It was found that non-smokers received the best grades. There isn’t

much evidence linking smoking to failing grades. Our findings imply that the low

academic achievers may be more susceptible to smoking, but that smoking is not

main factor influencing academic success. Since there are many other factors that

influence the relationship between academic achievement and smoking. Students

with lower academic achievements are less likely smoke. There has to be more

research done to be determine the exact causes of a lower educational level.

( Mohamed Yaser Kharma et.al.2016)

Behavioral Change of Students

In the study of Elisabeta Antonescu et. al. (2022), the Romanian college students

reported cognitive alterations, including difficulties in concentration (72.93%) and

catastrophic thinking (25.22%). The notion that unpredictable conditions are unjust,

unreasonable, and harmful is a component of intolerance for ambiguity. In these

circumstances, catastrophic cognitions take place, which regulate the link between the

desire for information and health concerns. Their research shows that the biological

rhythm was significantly impacted by the COVID-19 threat due to intolerance of

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ambiguity, which in turn increased somatic symptoms both directly and indirectly through

the biological rhythm.

According to Sri Gustiani's (2020) research, Sriwijaya Polytechnics' English

Department students were strongly motivated by internal factors. The students'

involvement in online learning was the outcome of their own initiative, personal interest,

belief, and aspiration in the form of intrinsic motivation because online learning

necessitates learners' own awareness. Additionally, the situational curiosity was linked to

their sentiments of exhilaration as they experimented with and learned new technology

concepts through remote learning.

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The outcomes of the structural equation model analysis in Christopher Was and

Maren Greve's (2021) study indicate that learners establishing task-oriented goals are

more adaptable to interruptive situations in the educational setting. Additionally, the

findings imply that students who value their independence missed the interpersonal

interactions that occur in traditional classroom settings, put more effort into their studies,

and anticipated that the closure would negatively affect their marks. Students who set

task-oriented goals, on the other hand, did not believe that their grades would decrease,

did not lament the social interaction of in-person classes, and did not indicate a

difference in effort. These results suggest that in terms of expectations for their grades,

students who set task-oriented goals were more resilient to the effects of the school

shutdown. Although they anticipated to perform better in their courses, task-oriented

students did not, in general, reflect a shift in their effort into their courses. The lack of a

connection between grade expectations and effort and the weak connection between

other-oriented goals and the social component of courses suggest that students with this

orientation did not experience the effects of the shutdown to the same extent as those

with the two other orientations.

Psychological Strain of Students

Stress is a term used to describe a troubled mental state brought on by a variety

of circumstances. Depending on the person or level of stress, mental stress can take

many various forms. It is a sensation of tension on an emotional or bodily level; it is how

we respond when we sense pressure or threat. Stress is unavoidable and due to the

numerous internal and external expectations placed on students; stress has become a

factor in their academic life. Adolescents are especially susceptible to the issues brought

on by scholastic stress since they are going through both personal and social transitions.

In order to develop
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appropriate and effective intervention measures, it is crucial to comprehend the causes

and effects of academic stress (Menon, Reddy, and Thattil, 2018). Ongoing stress also

precipitates the development of more serious mental health issues such as anxiety and

depression (Hetrick, Parker, & Pascoe, 2019). Although the stress reaction could be the

same, different people report different stressors. These variations would be evident in

the origins, sources, and effects of stressors. Anything that releases stress hormones is

referred to as a stressor. There are two main groups of stressors: physiological (or

physical) stressors and psychological stressors. Physiological stressors are those that

inflict physical pressure on our bodies, such as extreme cold or heat, injury, chronic

illness, or pain. And psychological stressors, which include anything we perceive as

unfavorable or threatening, including people, situations, events, and statements (i.e.: not

being able to find a babysitter for your sick child when you cannot take time off work).

Some of the common stressors reported in an academic setting include excessive

assignments, poor time management and social skills, peer competition, etc.

(Fairbrother & Warn, 2003; Rajan, Reddy, and Thattil, 2018). Therefore, knowing the

causes of stress would make it easier for school psychologists and counselors to create

counseling modules and intervention techniques that are effective at reducing stress in

students.

Students' Psychological Resistance Capacity

A successful adjustment to the academic experience requires coping strategies

and adaptation. Thus, having a wide variety of plans and tactics can make entering a

prosperous life much easier. According to Rita T. et al. (2021), students' psychological

resistance capacity appears to deteriorate over time. But during college years,

interventions might also help maintain and strengthen psychological immunity. A

wide range of factors

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determines how well students handle difficulties during their academic education. At

university, managing stress, tension, and negative emotions might hinder one's ability to

focus and understand new content. Likewise, a study shows that Polish students

primarily preferred coping mechanisms, including acceptance, planning, and seeking

emotional support during the stressful circumstances of the pandemic, which might

result in feelings of uncertainty and panic (Babicka-Wirkus et al., 2021). Furthermore, it

shows that younger children who start in school deal with stress less well. It is because

they lack the necessary life experience at this point and, as a result, do not possess the

needed skills to deal with challenging circumstances. Moreover, according to Rahmat H.

et al. (2021), students are better at exercising self-control while choosing the best coping

mechanisms for online learning. Positive attitudes and practical coping mechanisms

throughout the pandemic were aided by the technological unit at Malaysia Multimedia

University and teachers with prior online teaching expertise. Nevertheless, positive

stress coping techniques were used by the majority of College of Education students, as

opposed to negative ones. The majority of students preferred methods of reducing

stress include getting adequate sleep and rest, talking with friends, confiding in parents,

teachers, or friends; praying; and watching comedies and fun movies (Yikaelo and

Tareke, 2018).

Academic Performance

In any educational system, Senior High School students' academic success is of

the utmost importance. Many factors that affect pupils' academic success have been

investigated, but many issues still exist. A review of the literature in this field would

highlight any gaps and areas in need of additional study and would significantly help to

improve the situation. In order to improve students' academic performance, the

study
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explained how these factors impair academic performance and the necessity of

minimizing them. The findings of the study shows that truancy is the most significant

factor that affects the academic performance of the students. The study also shows

other factors that can affect academic performance such as financial issues, teacher,

etc. Academically strong students who are favorably exposed to these elements are

likely to perform better than students who are less positively exposed. These factors

should be improved and altered in order to improve students' academic performance

(Brew, Nketiah and Koranteng, 2021).

Another study which investigates how academic achievement in university

students of various years and training fields relates to the characteristics of volitional

regulation. As a measure of academic performance, the arithmetic mean of all the exam

scores the student received in the most recent academic year was employed. In the

findings of the study, it shows how volitional management makes a big impact on

students' level of academic performance (Shlyapnikov, 2021).

(Cortés, Muñoz, and Robres, 2019) study's main objective was to investigate the

connection between executive functions and academic achievement in the primary

education. The findings shows that executive functions have good predictive power at

the primary education stage, and it is considerably higher at the early ages, showing its

tremendous significance in predicting future performance. The study also found out the

capacities and particular features of the executive functions that influence how their

constituent parts interact in the academic domain, illuminating the mediation role of

elements like physical stamina, motor coordination, and memory functions.

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Grit Scale

The primary goal of the study on the grit evaluation of Filipino students at Risk of

Dropping Out (SARDO) is to offer a predictive model for identifying students who are

More Likely to Quit School. In this study, a 4-point Likert scale for grit and a

sociodemographic profile checklist were both used as research tools. These were put

into practice by conducting a survey with 103 identified SARDOs from three secondary

schools on Cagraray Island, Philippines, using their distance learning kit. The ANOVA

revealed an increasing pattern of grit at every grade level (p0.05), which was confirmed

by post-hoc analysis. The majority of the sociodemographic data of the SARDO's grit

level revealed no association to Pearson r correlation, indicating that privileges in life,

age, and gender have no impact on the extent of grit. Grade level indicated a high link

with levels of grit, whereas reasons for potentially dropping out revealed a moderate

relationship to grit. It resulted in the suggestion of Model ARMORED (Assess, Rank,

Mark, Order, Observe, Revive, Evaluate, Determine) as a prediction model to identify

SARDO, which was founded on the implications of quantitative data. To improve

SARDO's subpar grit levels, it is advised to use a whole-child approach using growth

mindset instruction (Bibon, 2021).

Other research from a study on grit and academic performance amid covid-19

pandemic revealed that lately, a study in the Philippines found that grittier students are

better prepared for college by (Salud, 2022). However, given the current educational

environment brought forth by the COVID-19 epi demic, no research has been done on

the relationship between grit and academic accomplishment among Filipino senior high

school (SHS) students. As a result, the study examined the relationship between grit and

academic achievement among 202 HUMSS students in a public SHS in the Northern

Philippines
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using a descriptive-correlational methodology. The study found that respondents were

generally moderately hardworking and had acceptable academic results. Interestingly,

this study's analysis revealed that there are considerable age differences in the

respondents' levels of grit. According to the results, grade 12 students put more effort

into their studies than their younger counterparts. They exhibit the sense of

accountability that comes with completing the academic goals that took them years to

achieve as senior high school graduates. This finding is explained by the fact that Grade

12 students are preparing to successfully complete their senior high school educational

pursuit, whether it be to enter tertiary education, seek employment, engage in

entrepreneurship, or develop their middle- skills. As a result, they tend to be more

focused and persistent in all of their endeavors.

Metacognitive Awareness

In a study about the autonomous learning, metacognitive awareness and science

academic achievement of pre-service teachers by (Derilo, 2019). Many studies on

autonomous learning and metacognitive awareness have been conducted in other

countries, particularly in the western ones, as a result of globalization. Over the past few

years, Filipino scholars have dabbled in these studies. Consequently, this is one of the

goals of K–12 education in the Philippines. The 12 Basic Education Curriculum strives to

promote independent learning among students and improve learners' metacognition.

Additionally, it is demonstrated that by continual exposure to and engagement with

higher order thinking skills and tailored learning in schools, students are given the best

opportunity to enhance their manner of thinking and learning.

It was observed that students at the Nueva Vizcaya State University (NVSU),

Bambang Campus, lacked a great deal of independence in their academic pursuits

and
 2

relied more on their teachers, friends, and fellow students. Additionally, their study and

learning strategies don't demonstrate any signs of metacognitive awareness. The extent

to which learners adopt self-directed learning and metacognitive strategies affects how

well they achieve in their lessons and subjects. In this situation, the researchers took the

chance to investigate the autonomous learning and metacognitive awareness of the pre-

service teachers from the College of Teacher Education (CTE) at the NVSU Bambang

Campus in relation to their academic success in science.

Another study stated that although metacognitive tactics are essential for

improving students' writing skills, there are few local research that link them. In order to

evaluate how 303 students in Grade 11 of a public high school used metacognitive

methods and their writing proficiency, this descriptive-comparative and correlational

study was conducted. The Division of Negros Occidental was advised to implement the

suggested curriculum for English for Academic and Professional Purposes based on

data acquired via a survey questionnaire created by the researcher and a test.

It has been discovered that the use of metacognitive techniques is essential for

reading comprehension. Thus, a sequential explanatory design strategy was used to

examine how 403 Filipino ESL freshman students enrolled in General English Course

used metacognitive strategies. Results showed that participants read academic

materials in English with a high level of metacognitive awareness of reading strategies,

prioritizing issue solving techniques over support and global strategies. Reading to

deepen comprehension and underlining key passages to help readers remember them

were two of the most popular metacognitive reading techniques. When the freshman

students are divided into groups based on their fields of study, there is a noticeable

variation in how
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they apply metacognitive techniques. Six of the eight participant groups' pupils exhibit

high levels of metacognitive strategy utilization. While students in the discipline of

criminology utilize metacognitive methods on a substantially lower frequency level when

compared to students in the other fields, students in Medical Laboratory Science used

the MARSI frequently. On the basis of the results of this study, more research should be

done to determine the variables that affect how differently readers adopt metacognitive

reading strategies (Aboy and Hacermida, 2021).

Volitional Competence

A comprehensive trait self-regulated learning (SRL) model that incorporates

volition in addition to cognition, metacognition, and motivational beliefs was the focus of

a study by Dörrenbächer and Perels (2015). When considered collectively, the study's

findings highlight the significance of volition within SRL frameworks and support the

relevance of the construct for academic achievement, particularly given that students

who score highly on the analyzed SRL features do better academically. The findings

imply that, rather than prolonging a planned action, volition in learning environments

consists of the ability to put off immediate gratification in order to accomplish significant

academic goals. Additionally, the results are consistent with the hypothesis that

motivation incorporates both motivational beliefs and volition, which comprises a

thorough motivational component. This conclusion demonstrates evidently how

important volition is to goal- oriented behavior.

By using a straightforward correlation analysis, the study of Bengi Birgili et. al.

(2018) investigated the relationship between academic volitional strategies and students'

accomplishments in a flipped learning setting. The study’s results showed that as

the
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students' capacity to employ academic volitional strategy progressed, students were

more probable to have higher academic accomplishment on the course grade. Birgili et.

al.’s study was conducted at a Turkish institution to investigate the association between

academic volitional strategies and students' academic progress in a flipped learning

environment. Their results show that the the students’ Academic Volitional Strategies

Inventory (AVSI) scores and student achievement were found to be significantly

moderately correlated. It may be said that students who have experienced a flipped

learning method control their motivation and feelings toward their academic work in order

to further their learning objectives.

The study of (Ioannis Proios, 2020) looked at the connection between volitional

competencies and accomplishment goals. Their research revealed a significant link

between attainment objectives and volitional competencies. The findings affirmed earlier

research by (Proios and Proios, 2016), who discovered that athletes' achievement task

orientation was beneficially associated to three volitional competencies (persistence,

expedience, and purposefulness). The researchers might infer from this result that, in

sport contexts, intentions to achieve goals are typically seen as volitional. This is

because it's thought that participating in sports by people with physical limitations is a

form of self- motivation.

Tenacity of Students

According to (Li and Li, 2021) appropriate learning strategies that increase

students' achievement and comprehension are detrimental to their success as learners

since they affect their cognitive development. The researcher examined a non-cognitive

factor called grit, which is theorized as passion and perseverance due to its long-term

quality on
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the one hand and its popularity among scholars in previous decades on the other, in an

effort to examine supplementary or alternate variables that envisage students' success.

The proposed evaluation intends to assess the EL approach as well as grit to govern

learners' educational achievement. Experiential learning (EL) is a significant instructional

approach utilized in the educational process to expedite "do it and learn." As a result,

some pedagogical consequences for instructors, learners, and syllabus designers are

provided.

To have grit mind, based on its psychological definition; it is the ability to stick to

long-term goals and the ability to keep going despite adversity.

The findings of the study on the role of grit in education: a systematic review

(Christoupoulou et, al., 2018). The researchers found 29 studies measuring grit in an

educational setting that were published between 2012 and 2017 to measure the grit. The

main conclusions showed that grit and educational characteristics only have weak to

moderate connections. Both of its components have distinct functions, with

perseverance serving as a stronger positive predictor of academic performance. Last but

not least, grit can be cultivated by positive factors like hope, happiness, and close family

ties. To distinguish the grit construct from elements of the conscientiousness dimension

of personality, however, a better comprehension of the construct is necessary. The

findings' applicability to policymakers and education specialists is examined, as well as

the necessity of fostering grit in the academic community in order to develop students'

character and maximize their potential.

 2

Continuous Intellectual Advancement

Being cognizant of one's thoughts and the methods one employs is known as

metacognition. It helps students become more conscious of what they are doing, why

they are doing it, and how the skills they are acquiring might be applied differently in

various contexts. In order to develop these metacognitive skills, one must acquire

specialized learning practices in addition to becoming reflective learners. We frequently

refer to metacognition using terms like "metacognitive beliefs," "metacognitive

awareness," "metacognitive experiences," "metacognitive knowledge," and

"metacognitive skills,". (Sajna Jaleel, 2016).

The findings of the study on metacognitive awareness and academic motivation

and their impact on academic achievement of Ajman University students concluded that

Females obtained significantly higher levels than males on the two scales of

metacognitive awareness, as shown in metacognitive knowledge. Females reported a

higher-level academic extrinsic motivation than males. There is a highly significant

correlation between the students' academic achievement and academic motivation;

academic achievement and academic intrinsic motivation; academic achievement and

academic extrinsic motivation. Metacognitive awareness is a major contributor to

success in learning and represents an excellent tool for the measurement of academic

performance (Abdelrahman, 2020).

Other findings from a study on awareness of metacognitive knowledge and

acquisition of vocabulary knowledge in primary grades revealed that participants'

metacognitive knowledge and vocabulary knowledge improved from first to fourth grade,

but not cumulatively. Throughout the chosen school years, participants' level of

metacognitive understanding was closely related to their lexical knowledge. During the
 2

study period, the expansion of vocabulary knowledge breadth fell behind vocabulary

knowledge depth. These findings provide insight into how language and metacognitive

knowledge are developing in elementary school students (Feng Teng, 2021).

Synthesis

The reviews of related literature have provided the researcher a clear insight into

the topic being investigated. This has facilitated the researcher in developing the

conceptual framework, the methods and statistical tools and data gathering information.

All of the studies were concerned about the connection with the listed references

which shows relationship to the present study. The studies above emphasized on the

individual variables which provided a conclusion on one specific part. This study differs

since it combines three variables, namely: volitional competence, grit, and metacognitive

awareness, that are considered as essential to achieve academic success.

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CHAPTER III

METHODS

This chapter will discuss the method of research to be used, the participants of

the study, the data-gathering instruments its validity and reliability, the procedure, and

the statistical analysis of data.

Research Design

In this study, the researchers utilized causal-comparative research design

making use of quantitative data. Causal-comparative research design is also known as

ex-post facto research; it derives conclusion from observations and manifestations that

already occurred in the past and now compared to some dependent variables. This

study will use descriptive survey research as a method of data collection and analysis. In

order to give an accurate and pertinent information, descriptive survey research employs

a combination of quantitative and qualitative data. This survey will be conducted to

acquire sufficient information about the qualities of the selected students at Himamaylan

National High School, including volitional competence, grit, and metacognitive

awareness, that can affect their academic performance.

Locale of the Study

This study will be conducted at Himamaylan National High School. This school

will be chosen in order to assess academic performance of students by evaluating their

volitional competence, grit, and metacognitive awareness. The academic strands of

Accountancy, Business, and Management (ABM), Humanities, and Social Sciences

 2

(HUMSS), and Science, Technology, Engineering, and Mathematics (STEM) students will

be used in this study to collect some of the data from students in grades 11 and 12.

Participants of the Study

Out of 1107 students enrolled in Himamaylan National High School for the school

year 2022-2023, 294 students will be chosen to take part in the investigative survey. The

researchers will consult the head of the Senior High School department in order to

identify the samples of the study with stratified random sampling as the sampling

technique.

This study will employ stratified random sampling in order to ensure that each

subgroup of interest is represented and that the sample population obtained is

representative of the total population being examined (Murphy, 2021). It entails the

partitioning of a population into strata, or discrete groupings. The strata are created in

stratified random sampling, also known as stratification, depending on the common

characteristics or demographics of the students, such as sex, grade level, and strand.

Grade Level Strand Population Percentage Samples

Grade 11 ABM 156 14% 42

Grade 11 HUMSS 312 28% 82

Grade 11 STEM 67 6% 18

Grade 12 ABM 116 11% 32

Grade 12 HUMSS 312 28% 82

Grade 12 STEM 144 13% 38

TOTAL 1107 100% 294

Table 1. Distribution of the Respondents of the Study

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Data Gathering Instrument

The researcher will use a modified questionnaire guide in order to determine the

perceived level of volitional competence, grit, and metacognitive awareness to know the

academic performance of grade 11 and grade 12 students who are enrolled in the

academic tracks ABM, HUMSS, and STEM. The researchers will present the participants

Likert- type questions in order to gather data.

The standard paper and pencil method will be used in this study's paper

questionnaires. Questionnaires will be implemented as the instrument for data gathering.

The aforementioned instrument will compile data on perceived levels of volitional

competence, grit, and metacognitive awareness to determine how well students in

grades 11 and 12 are performing academically.

The research questionnaires will be consisted of four parts. Part I includes the

demographic profile of the students such as: sex, grade level and strand.

The grit, volitional competence, and metacognitive awareness questionnaires will

be administered next. Part II is concerned with the senior high school students' volitional

competence. The questionnaire will include inquiries pertaining to a person 's capacity to

choose and execute an educational course of action.

The questions in Part III will focus on the students' grit. The focus of the

questions will be on the pupils' capacity for tenacity and commitment to long-term

academic goals.

The fourth and final section centers on students' metacognitive awareness. The

questions will focus on how well the students apply comprehension tactics when dealing

with academic or school-based content.

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Validity of the Instrument

The modified questionnaire will go through content review and be subject to

validation by the panel consisting of five (5) people who are deemed to be experts in

their field. The panel will be consulted to determine whether the research instrument

satisfies the requirements for concept measurement before it is subjected through face

validation. The panel of validators will be composed of senior high school STEM

(Science, Technology, Engineering, and Mathematics) teachers.

The products will reflect the desired build and adhere to a study instrument's

requirements, which will be guaranteed to the researchers. Each panelist will be asked

to evaluate the instrument according to the evaluation standards using the guidelines

established and published by Carter V. Good and Douglas E. Scates (1954) to

determine whether the questionnaire's contents are satisfactory.

Evaluation Standards

Content Standards

This section of the evaluation will address the questions' relevance to the topic

and whether the answers they can provide can benefit the investigative process.

Following are the interpretations: Excellent (4.21 - 5.00); Very Good (3.41 - 4.20); Good

(2.61 - 3.40);

Fair (1.81 - 2.60); and Poor (1.00 – 1.80).

 3

Usability Standards

This portion of the evaluation will assess whether the survey respondents can

complete the questionnaire easily and as intended. The interpretations are as follows:

Excellent (4.21 – 5.00); Very Good (3.41 - 4.20); Good (2.61 – 3.40); Fair (1.81 – 2.60);

Poor (1.00 – 1.80).

Reliability of a Research Instrument

The reliability of the research instrument will be assessed when the validity of the

research instrument has been established and all corrections and recommendations

from the panelists have been addressed. The validated instrument will be assessed at

random on 15 Himamaylan National High School students who are not part of the study,

namely those who are not on the academic track.

The internal consistency method will be used to evaluate the instrument's

reliability. Fiona Middleton (2023) stated that internal consistency evaluates the

correlation between various test items meant to measure the same concept.

The Cronbach's Alpha Test will be the method utilized to assess the internal

consistency reliability. According to Stephanie Glen (n.d.), Cronbach's Alpha tests to

determine whether multiple-choice questions such as Likert scale surveys are reliable.

These questions analyze hidden variables, or concealed or unobservable attributes and

helps to indicate how closely a set of items are as a group. This can be computed using

the Cronbach's alpha formula down below:

 3

Where:

N = number of items

c = the average covariance between item-

pairs v = average variance

Data Gathering Procedure

The research will be done over a two-week period in Himamaylan National High

School. The performance and participation of the learners will be recorded by the end of

the research and a questionnaire will be distributed to the learners. Pre-test,

experimental, and post-test stages will be involved in the data collection process.

Pre-test Phase.

Before administering the pre-test, the 34-item test will be submitted to the panel

for validation. The researchers will next submit a letter to the principal of Himamaylan

National High School and the department heads of the Senior High School requesting

pilot testing of the instrument. The test will be completed once the instrument's

dependability has been verified. The researcher will then request approval from the

school's principal before using senior high school students as the research's

respondents. The pre-assessment will be carried out after approval.

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Experimental Phase

The experiments will involve 294 students. The printed overview of the study,

along with the consent forms, will be initially distributed to the participants for

comprehension and clarification. Once the summary and forms are sent and the

questions are entertained, the experimental phase of the study will commence.

Post-test Phase

The post-test, which is completed at the end of the two weeks, will be made up of

the same questions as the pre-test. The average scores of the responders will be

determined using the test results.

Research Ethics Protocol

As guided by the written research ethics by Claudia Vallejo et. al. (2017), the

researchers provided the necessary details to critics, ethical board members, and survey

participants to comprehend the context and scope of any research study under the

guidance of the research team. Participants are given the full rundown about the

research's purpose and methodology. Furthermore, how the data will be gathered and

handled will be discussed in detail. The research study's head researcher will make their

contact information accessible to all respondents in the occurrence that any concerns or

ethical concerns ensue during the research period, which shall be addressed by the

local ethics board.

 3

In accordance with RA 10173, also known as the "Data Privacy Act of 2012," all

study participants, including information extracted from published studies of records that

may be deemed sensitive due to racial, ethnic, religious, political, health, or sexual

orientation, will be treated with confidentiality by the researcher and/or research team.

Information will be collected solely for the intent of furthering the study and will not be

utilized for any other purpose. There will be no supplementary personal information

collected that is not directly relevant to the study. Personal details will be meticulously

sorted and supervised to guarantee that they are not misused.

Voluntary Participation

The consent forms dispersed among survey respondents will contain the relevant

information for the participants to fully comprehend what they will be doing, how the data

will be collected, and how that data will be utilized enabling them to make an informed

and voluntarily accorded judgement. While conducting the research, the researchers will

ensure that the aforementioned ethical protocols are properly adhered to in regard to the

rights of the people involved, guaranteeing that their participation is completely

consensual and liberated of any coercive power, persuasion, and such.

Informed Consent

Before conducting the research study, the researcher and/or research team will

always gather informed consent from all parties participating in the investigative process.

This will entail complete transparency of any potential risk factors to the participants, as

well as whether or not the study participants will be compensated in any manner, the

methodology to be utilized, and data treatment. A compliance letter among both

sides
 3

(researcher and/or research team and the informant) will be signed by the people who

are liable for each educational establishment (e.g., head researcher, head of school).

When conducting research with children below the age of 18 in cooperation with

education institutions, the head researcher will request signed parental consent from

survey participants.

Consent forms will invariably entail the option to opt out of participating in the

survey. When choosing to back out from the research investigation raises ethical

concerns about an individual's ability to participate in educational programs, the

individual will participate in the scientific investigation but findings will not be gathered

whenever relevant. Close shots of these participants will be omitted when filming the

entire demographic. If it is impossible to prevent up-close recording of said individuals,

the information will be discarded.

Risk of Harm

A risk is linked to a study that a sane person would likely weigh heavily when

deciding whether or not to participate. The participants would feel discomfort, burden, or

difficulty a subject may go through during study operations.

Each procedure/intervention and each risk connected with it should be fully

described in the Potential Risks and Discomforts section of the Consent Form. For

instance, if the research involves psychological testing, subjects should be informed that

the assessment may involve certain uncomfortable situations. Or, depending on the

survey's theme, it's likely that participants will feel awkward or embarrassed while

responding to some of the questions.

 3

Confidentiality

The research project will deal with the participants' personal identifying profiles.

The participant's identity, personal information, answers, etc., will not be disclosed to

anyone outside the research team unless otherwise agreed upon. This is an agreement

that is made between the researcher and participant through the informed consent

process. Participants should be made aware of how their information will be stored both

during and after the study, as well as that confidentiality cannot be guaranteed when

identifiable information is collected. Participating in research may involve a risk of

confidentiality breach. The researchers should encrypt computer-based data, keep

documents (such as signed consent forms) in a secured file cabinet, and delete personal

identifiers from study records as soon as the researchers can protect participants'

confidentiality.

Finally, research that preserves anonymity does so by preventing any members

of the research team from gathering any direct or indirect personal identifiers that could

be used to connect responses to a particular person. Even if key codes are used instead

of participant names or other identifiers, data collected in person is not anonymous. The

study is not anonymous if it involves a population in which a variety of indirect identifiers

(such as gender, ethnicity, age, and class) are gathered and may be used to identify a

particular person.

‘
 3

Anonymity

According to Collins, J (2020), anonymity occurs when the identity of the

participants whom data will be collected are not known by the researchers throughout

the study.

This study will carefully follow the requirement that the participants' identity will

be remain anonymous. Ethical approval and official authorization will be given to both

the participants and the gatekeeper before doing the interview. The start of this study

and thorough details about the study itself will be discreetly disclosed. Participants may

opt to discontinue their participation in this research project at any time on a voluntary

basis. A study report would ensure anonymity. The perquisites for entry will be limited

by, among other things, the gatekeeper.

Analytical Schemes

Based on the research objectives, this study will employ three analytical

strategies: relational, comparative, and descriptive.

The primary goal of Objective No. 1 is to identify the respondents' sex, grade

level, and strand demographics. A descriptive analytical framework will be employed, the

pattern or trend of the problem under inquiry, as well as its condition or status, are

described by this approach.

The second objective aims to determine the impact of students' volitional

competence on their academic achievement.

 3

The third objective aims to determine the degree to which grit affects students'

academic success.

Finding out whether or not there is a relationship between metacognitive

awareness and academic performance will be the focus of Objective No. 4.

The two variables will be compared using the comparative analytical framework.

According to Bluman (2017), if the p-value is less than or equal to 0.05 level of

significance, then dismiss the null hypothesis to determine whether there are significant

differences in the academic performance of senior high school students when grouped

and compared according to the above said variables. If the p-value is greater than 0.05,

the null hypothesis should be accepted.

Ultimately, Objective No.5 will examine whether there is a significant relationship

between volitional competence, grit, metacognitive awareness, and academic

achievement among senior high school students in the academic track. In order to

ascertain whether a relationship between the correlated variables is substantial, the

relational analysis approach will be applied.

Statistical Tools

The relevant descriptive and inferential statistics will be applied to the data

gathered for this study using the Statistical Package for the Social Sciences (SPSS)

Software. It is recommended to use the mean and standard deviation as descriptive

statistics. The means of each student's pre- and post-test scores will be used to

calculate the levels of the respondents' school performance.

 4

Objective No. 1 will use the frequency and percentage distribution to determine

the profile of the respondents in terms of the following selected variables: age, sex,

grade level, and strand. Frequency is a measure of the number of times that an event

occurs. This will be used to determine the number of student-respondents who belong to

each of the variable categories in their demographic profile. Whereas a percentage is

another way of expressing a proportion. A percentage is equal to the proportion

multiplied by 100. This will be used to convert the frequency into a percentage of the

respondents who also belong to each of the categories in the demographic profile.

Objective No. 2 will use the mean to determine the level of volitional competence,

grit, and metacognitive awareness of the respondents as a whole and when grouped in

terms of age, sex, and strand.

The interpretation below will be used as the following guide:

Mean Score Range Verbal Interpretations

4.50 – 5.00 - Very much like me

3.50 – 4.49 - Mostly like me

2.50 – 3.49 - Somewhat like me

1.50 – 2.49 - Not much like me

1.00 – 1.49 - Not like me at all

Objective No. 3 will use Mann-Whitney U-Test or also known as Wilcoxon Signed

Ranked Test to determine whether or not there is a significant difference between the

volitional competence and academic performance of the respondents.

 4

Objective No. 4 will use Mann-Whitney U-Test or also known as Wilcoxon Signed

Ranked Test to determine whether or not there is a significant difference between the

volitional competence and academic performance of the respondents.

Objective No. 5 will use the Wilcoxon Signed Ranked Test and Mann-Whitney U-

Test to determine whether or not there is a significant difference between the grit and

academic performance of the respondents.

Objective No. 6 will use the Mann-Whitney U-Test or Wilcoxon Signed Ranked

Test to determine whether or not there is a significant difference between the

metacognitive awareness performance and academic performance of the respondents.

Lastly, Objective No. 7 will utilize the Spearman Rho (r) correlation to determine

whether or not there is a significant difference between the volitional competence, grit,

and metacognitive awareness and academic performance of the respondents.

 4

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%20inhaled%2C%20it,drive%20the%20process%20of%20addiction.

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