SENIOR HIGH SCHOOL STRAND AND ACADEMIC PERFORMANCE OF

BSED SCIENCE STUDENTS IN BIOLOGY

A Thesis

Presented to the

Faculty of College and Education

Iloilo Science and Technology University

Lapaz, Iloilo City

In partial fulfillment of the requirements for the degree

Bachelor of Secondary Education Major in Science

Fermin JR T. Galanza

Jewel Mae P. Huervana

Angelica B. Tejada

August 2022
 ii

APPROVAL SHEET

This thesis entitled, Senior High School Strand and Academic Performance of

BSED Science Students in Biology, prepared and submitted by Fermin JR T. Galanza,

Jewel Mae P. Huervana, and Angelica B. Tejada, in partial fulfillment of the

requirements for the degree of Bachelor of Secondary Education major in Science, is

hereby approved.

ALMA MAE S. TORREMORO, Ph. D.

Research Adviser
Passed the Final defense and recommended for approval by the panel of examiners on

August 15, 2022.

PANEL OF EXAMINERS

GEORGIA G. DEMAVIBAS, Ed. D. LOWE ANA MARIE L. TRANCE, Ph. D.

Member Subject Professor/Member

GRACELDA G. BERMEJO, Ed. D.

Chairperson

Accepted and approved in partial fulfillment of the requirements for the degree of

Bachelor of Secondary Education major in Science.

JOEL A. CIRIACO, Ph. D.

Dean, College of Education
 iii

ACKNOWLEDGMENT

The researchers would like to use this opportunity to express their deepest

gratitude to everyone who supported and helped them to accomplish this study:

Above all, praises and thanks to the Almighty God, for His showers of blessings

and guidance throughout the successful completion of this research study.

We would like to express our deep and sincere gratitude to Dr. Lowe Ana Marie

L. Trance, research professor, for giving us her trust, perseverance, and management and

for imparting her valuable supervision and assistance in the development of the research

instrument. It was a great pleasure and honor to work and study under her leadership.

We are also grateful to Dr. Alma Mae S. Torremoro, Research Adviser,for

allowing us to do research and for providing us guidance throughout this research

endeavor. Her vitality, vision, genuineness, and enthusiasm have deeply inspired us. She

has taught us the methodology to carry out the research and to present the research work

as clearly as possible. We are extremely thankful for what she has offered us.

Genuine appreciation is also offered to Dr. Georgia G. Demavibas, research

panel, and validator, for imparting her supreme expertise and advice for the betterment of

the results of the study and for giving helpful comments and suggestions.

Likewise, we are also indebted to Dr. Gracelda G. Bermejo, who served as one of

the panels of experts, for providing thoughts, advice, and valuable comments for the

improvement of the study.

 iv

The researchers also lovingly offer Dr. John Eric V. Juaneza, Dean of the College

of Education their deep gratitude for his time and effort in signing the approval letters

forthe conduct of the study.

We also give our sincere appreciation and gratefulness to Dr. Raul F. Muyong,

President of Iloilo Science and Technology University for his sincerity and

encouragement.

A heartfelt appreciation is also extended to the College of Education, Bachelor of

Secondary Education Department, for the accommodation, information, and permission

to conduct our study.

We also deeply thank the 3rd-year students of Iloilo Science and Technology

University, the respondents, for being cooperative and fortaking their time and effort to

participate in this study.

Lastly, the researcherslovingly thank and appreciate their parents for their

unending financial, emotional, moral, and spiritual support.

The Researchers
 v

DEDICATION

This study is dedicated to our family who has consistently given us moral,

spiritual, and material support as well as words of encouragement.

To our friends and teachers who extended their advice, encouraged

and supported us all the way through our journey.

And above all, to the Almighty God for

providing us the strength, wisdom,

skills, protection and

healthy life.
 vi

ABSTRACT
SENIOR HIGH SCHOOL STRAND AND ACADEMIC PERFORMANCE OF
BSED SCIENCE STUDENTS IN BIOLOGY
Fermin JR T. Galanza, Jewel Mae P.Huervana, Angelica B. Tejada

The purpose of this study is to determine the Academic Performance of BSED Science

students in Biology based on their Senior High School Strand. The respondents were the

third year BSED Science students of Iloilo Science and Technology University, La Paz

Campus during the Academic Year 2021-2022. This study used descriptive and inferential

research design. Data were gathered using a researcher-made test in microbiology. Mean

and Standard deviation were used to determine the Academic Performance of BSED

Science Students in Biology. Interpretation was done using a 5- point scale formulated by

the researcher with the description of Excellent, Very Satisfactory, Satisfactory, Needs

Improvement and Unsatisfactory. One way ANOVA was used to determine the significant

difference in the academic performance of BSED Science Students in Biology when

classified according to their senior high school strand. Results showed that former ABM

students have very satisfactory academic performance, while GAS and TVL needs

improvement, and HUMSS and STEM have unsatisfactory academic performance. The

Academic performance as a whole was unsatisfactory. Furthermore, there is no significant

difference in the academic performance of the respondents when classified according to

their senior high school strand.Therefore, administrators and educators should implement

intervention programs,especially for laboratory subjects.Conduct offace-to-face or hybrid

classes is also recommended to improve student learning.

Keywords: Senior High School Strand, Academic performance, Biology

 vii

TABLE OF CONTENTS

Contents

Page

PRELIMINARIES

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES x

LIST OF FIGURES x

Chapter 1 INTRODUCTION

Background of the Study 2

Statement of the Problem 3

Statement of Hypothesis 3

Theoretical Framework 3

Conceptual Framework 4

Definition of terms 4
 viii

Significance of the Study 8

Scope and Limitation 9

Chapter 2 RELATED LITERATURE

Related Literature 10

Related Studies 21

Synthesis 27

Chapter 3 METHODOLOGY

Research Design 30

Participants of the Study 31

Data Gathering Instrument 32

Validity 32

Reliability 33

Scale 33

Data Gathering Procedure 33

Data Analysis Procedure 34

Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results and Discussions 35

 ix

Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study 40

Summary of Findings 41

Conclusions 41

Recommendations 43

REFERENCES 45

APPENDICES

A Letter of Permission to Conduct the Study 50

B Letter of Permission to the Subject Teacher 52

C Letter for Validators 54

D Letter of Consent 57

E Research Instrument 59

F Certificate form Statistician 70

G Certificate form Grammarian 72

H Evidence 74

I Researchers Curriculum Vitae 76

 x

LIST OF TABLES

Table 1 Distribution of Respondents 31

Table 2 Mean of the Academic Performance of Respondents 36

As a Whole and When Classified According
To Senior High School Strand
Table 3 One Way Anova on the Difference in the Academic 38
Performance of Respondents When Classified
According to Senior High School Strand

LIST OF FIGURES

Figure 1 Schematic Diagram Illustrating the Framework of the Study. 4

 Chapter 1

INTRODUCTION

Background of the Study

Science is a broad field of study that investigates the structure and behavior of the

physical and natural world by way of observation and experimentation. Science education

is generally divided into four areas: Biology, Chemistry, Earth and Space, and Physics.

Biology is one of the most popular science subjects. Biology is the study of life, and it

helps people understand how the natural world, the living and non-living things work,

and how its species (including humans) evolve and interact.

However, Biology can be difficult for many students. It’s a class that contains a

huge amount of content, and it is hard for students to remember a lot of information.

Exams are also not always the easiest or straightforward. In fact, research studies and

findings had pointed out that there is a low achievement in secondary school science

(Onwuakpa and Nweke, 2000). To be good at biology, you need to be well prepared and

work hard. But compared to other science subjects, biology is less in math, unlike physics

and chemistry which use formulas and math, to back up ideas and show that you know

what you’re talking about.

On May 15, 2013, the K to 12 system was signed into law with the passage of

the Enhanced Basic Education Act of 2013 (Republic Act 10533). The government

introduced K to 12 projects to improve the country’s educational system and speed up

mutual recognition of Filipino graduates and professionals around the world. The

Department of Education pronounces the addition of two more years in the basic
 2

education of students, which according to them will benefit not only the Filipino youth

but all the Filipinos in the Philippines (Luistro, 2010).

In Senior high school, each student can choose their specialization such as:

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

General Academic Strand (GAS), and Science, Technology, Engineering, Mathematics

(STEM).

General Biology 1 is one of the subjects that is a requisite inc the academic track

Science, Technology, Engineering, Mathematics (STEM). Here are some examples of

what you can learn from this subject topic: Cell, Cell Theory, Cell Structure, and

Functions. Students often study biochemistry, cellular and molecular biology, and

genetics in the first semester of university. However other academic strands such as GAS,

ABM, and HUMSS don’t have a specialization in Biology during senior high school,

unlike STEM students who have a big advantage because they already tackled it in their

senior high school.

Observation showed that this affects the academic performance of every student

in their chosen academic track later in college.

In this regard, the Iloilo Science and Technology students, in particular, the third-

year BSED Science students in the academic year 2021-2022 may have different Senior

Highschool Strand such as General Academic Strand (GAS), Accountancy and Business

Management (ABM), Humanities and Social Sciences (HUMSS), and Science and

Technology Engineering and Mathematics (STEM). As such, these different academic

strands may have different effects on the student’s academic performance in Biology.

This study therefore was conducted to determine the academic performance of BSED
 3

Science Students at ISAT U for the school year 2021-2022 in relation to their different

senior high school strands.

Statement of the Problem

The purpose of this study was to determine the Academic Performance of

Bachelor of Secondary Education major in Science students in Biology based on their

Senior High School Strand.

Specifically, this study aimed to answer the following questions:

1. What is the academic performance of the respondents when taken as a whole

and when classified according to their senior high school strand?

2. Is there a significant difference in the academic performance of the respondents

when classified according to their senior high school strand?

Null Hypothesis

Given the preceding problems, the hypotheses were advanced:

1. There is no significant difference in the academic performance of students

when classified according to their senior high school strand.

Theoretical Framework

This study utilized the hypothesis of Experiential Learning Theory by David

Kolb. Experiential learning can be good for helping people explore their strengths when

learning new things. Kolb’s research suggests that there is a correlation between students’

learning style and their chosen majors. According to him, learning is the “process
 4

whereby knowledge is created through the change of experience in which information

results from the combinations of grasping and transforming the experience”. This theory

emphasizes the experiences of the learners which their environment and mode of learning

can influence as well. As he stated, “The process does not necessarily begin with

experience instead, each person must select which learning mode will work best based

upon the specific situation”. People who choose the majors and professions that are well

aligned to their learning style tend to be more committed to the field. The theory

addresses how learners contain their strengths as well as developing areas in which they

are weakest.

Conceptual Framework

The figure below shows the conceptual framework of the study.

Independent Variable Dependent Variable

Senior High SchoolStrand

• STEM Academic
• GAS
Performance
• ABM
• HUMSS in Biology
• TVL

Figure 1. Schematic Diagram Illustrating the Framework of the Study.

 5

Definition of Terms

Academic performance. It is the measurement of student achievement across

various academic subjects. Teachers and education officials typically measure

achievement using classroom performance, graduation rates, and results from

standardized tests.

(Ballotpedia, 2022)

In this study, academic performance is defined as the status or standing of

students regarding their scores on the validated and reliability-tested 60-item exam given

by the researchers.

Biology. It is one of the major subjects offered to students enrolled in a 4-year

course of BSED Science with 4 units of Cell and Molecular Biology, Genetics,

Microbiology and Parasitology, and Anatomy and Physiology with classes all in lecture

with 3 units and laboratory with 1 unit. (CMO #37, s.2017)

In this study, biology refers to subject or topic studied by BSED Science major

learners at ISAT-U and was the basis for formulating the exam.

BSED Science Students.Education learners focusingin Biology, Chemistry, Earth

Science, Astronomy, and Physics leading them to become effective Science teachers.

Aside from pedagogical content, students BSED Science students are also prepared to

design appropriate learning plans for teaching Science to secondary students in the K to

12 curricula.(University of San Jose – Recoletos, 2022)

In this study BSED Science students refer to the 3rd year students taking up

Bachelor of Secondary Education major in Science who are officially enrolled in ISAT-

U in the school year 2021- 2022. They were also taken as the respondent of the study.
 6

Senior High School Strand. This refers to the DepEd K to 12 strands. For the

academic strand, it has Accountancy Business and Management (ABM) Science,

Technology, Engineering, and Mathematics (STEM), Humanities and Social Science

(HUMSS), and General Academic (GAS).For the Arts and Design, it has Industrial Arts,

Media and Visual Arts, Performing Arts, and Literary Arts. For the Sports Track, it refers

to the Sport Science and Physical Therapy.

(Edukasyon.ph, 2022)

In this study, the senior high school strand refers to General Academic Strand

(GAS), Accountancy, Business and Management (ABM), Science Technology

Engineering and Mathematics (STEM), Humanities and Social Sciences (HUMSS), and

Technical Vocational and Livelihood (TVL) which are the strands of the respondents.

ABM. This strand focuses on the basic concepts of financial management,

business management, corporate operations, and all things that are accounted for. ABM

subjects will equip you with skills in statistics, economics, and accounting fundamentals,

and also prepares you for your college classes with baseline knowledge of management,

marketing, and business ethics.

(Edukasyon.ph, 2022)

In this study, ABM is a strand that students have taken up or enrolled in and

graduated from during senior high school.

GAS. While the other strands are career-specific, the GAS is great for students

who are still undecided on which track to take. You can choose electives from the

different academic strands under this track. These subjects include Humanities, Social
 7

Sciences, Applied Economics, Organization and Management, and Disaster

Preparedness.

(Edukasyon.ph, 2022)

In this study, GAS is a strand that students have taken up or enrolled in and

graduated from during senior high school.

HUMSS. The HUMSS strand is designed for those who wonder what is on the

other side of the wall. In other words, you are ready to take on the world and talk to a lot

of people. This is for those who are considering taking up journalism, communication

arts, liberal arts, education, and other social science-related courses in college. While it is

true that it means less math and fewer numbers, this does not mean that this strand is

‘easier’ than other strands. Part of the curriculum includes an introduction to world

religions, Philippine and world literature, political and community development

specialization subjects, and more.

(Edukasyon.ph, 2022)

In this study, HUMSS is a strand that students have taken up or enrolled in and

graduated from during senior high school.

STEM. Science, Technology, Engineering, and Mathematics are intertwining

disciplines when applied in the real world. The difference between the STEM curriculum

with the other strands and tracks is the focus on advanced concepts and topics. STEM

will offer you a subject on Earth Science, Pre-calculus, Calculus, and Physics.

(Edukasyon.ph, 2022)

In this study, STEM is a strand that students have taken up or enrolled in and

graduated from during senior high school.

 8

TVL. This track also invests primarily in skills that can gain you requisite COCs

(Certificates of Competency) and NCs (National Certifications) which would be essential

when looking for better career opportunities in agriculture, electronics, and trade. This is

also important when applying abroad where the skills you gain would prepare you as you

join the workforce.

(Edukasyon.ph, 2022)

In this study, TVL is a strand that students have taken up or enrolled in and

graduated from during senior high school.

Significance of the Study

The result of this study will provide vital discernment about the Senior High

School Strands inrelation to the academic performance of BSED Science students.

Furthermore, this study will be beneficial to the following:

Students.Through this study, they will be informed and will be more sensible

about the strand and course choices they will havesince they can learn that their strand or

track affects their academic performance in college.

Parents.Result of this study is vital for the parents as they will be more conscious

about the effects of senior high school strands on the academic performance of their

children in college. Through this,parents will be more particular about the strand choices

of their children and will be involved with the school to create a program that will

develop the career choice of their children.

Teachers.This can help them monitor the academic performance of their students

and give some advice and make interventions to improve it. Teachers can also develop
 9

and adjust their teaching system and include or relate different learning strategies in their

classes to induce a more interactive learning environment.

School Administrators.Results of this study will be significant for school

administrators since this will help them put more focus on the students and plan to make

time for career orientations. They can also make a resolution to include this phenomenon

in the curriculum to stabilize the matter.

Career Guidance/ Counselor. This study can assist them in giving

recommendations to students on choosing a senior high school strand that the latter

should be taking in conjunctionwith their abilities. Furthermore, they can help students

examine their interests, abilities, and values, as well as discover the aspects that can

influence their careers.

Researchers. The results of the study will give researchers hints and knowledge

on how to lift themselves to improve their academic performance and impart or share the

knowledge they have discovered with other students or people.

Future Researchers. This will motivate the future researchers to expand their

knowledge by conducting further research related to the study.

Scope and Limitations of the Study

The study was limited only to determining the academic performance in Biology

of BSED Science students at ISAT U for the period 2021-2022.

The study will cover 27 officially enrolled respondents from third year

BSEDScience students of ISAT – U excluding the researchers and one inactive student.
 10

In gathering data, the researchers will use a researchers-made test. The test items

are composed of questions on microbiology topics. Since it was a researcher-made exam

based on the topics of microbiology the research adviser guided the researchers in the test

construction then went through validation and reliability testing with the help of the

research adviser and the panel members.

 Chapter 2

Review of Related Literature and Studies

This chapter presents the conceptual and related literature for the present study.

These are concepts, facts, information, and studies that provide the researcher insights

and direction for the conduct of the study as well as the basis for analyses and

interpretations of the data.

Related literature

Biology Education in the Philippines

In the same manner that physics, and chemistry heavily influenced the course of

civilization during the past centuries, it is now increasingly accepted that the 21st century

is the turn of the science of biology(NAST monograph series, 2008).

Urevbu (1990) pointed out that the teaching of Biology is important because it

equips the students to comprehend the world around them and equips them with the

necessary skills to build a progressive society. Biology allows students to interact with a

wide variety of live species as well as their local and wider environment. It teaches

students how to know their bodies and the changes they go through, as well as how to

investigate and explore the living environment through a variety of inquiry methods. It

provides students with access to a body of information, a manner of working, and a way

of thinking that promotes lifelong learning and supports the larger life decisions that

young people will face. Builds on students' curiosity while also honing their questioning,

reasoning, and problem-solving abilities; Increases students' comprehension,

 12

appreciation, and knowledge of the environment around them and the natural events they

encounter.

Nwosu (2005) observed that Biology provides a platform for teaching students to

develop the ability to apply science concepts and principles in solving everyday life

problems.

Lederman (2007) pointed out that the main attributes of the nature of science

include: scientific Knowledge is empirically based, scientific knowledge is reliable and

tentative, scientific knowledge is liable to change over time as discoveries are made,

scientific knowledge is a product of creative thinking; Scientific knowledge is subjective

and affected by the cultural milieu.

Science occupies an eminent place from the elementary up to the tertiary

curriculum in the Philippines. Advances in scientific and technological research have Jed

to an appreciation and assessment of the role of science and technology in contemporary

society. Science education should develop in an individual the culture of a scientific

temper- the ability to reason logically and judge opinions based on empirical evidence.

Science education should also equip the individual with the skills needed in a scientific

inquiry- skills that must be acquired at the primary level of education and honed and

refined as the individual pursues higher levels of education. (The National Academy of

Science and Technology)

Senior High School Track

Students in the Philippines must now pass through two divisions in high

schools, such as junior and senior, for them to earn a full-fledged diploma. So, to keep up
 13

with the K-12 mandate of the Department of Education (DepEd), schools now offer

junior (Grades 7-10) and senior high (Grades 11-12). Grade 10 finishers earn certification

by the end of the program but aren’t legitimate grads unless they study and pass the

senior high school track courses. (CIIT College of Arts and Technology)

Furthermore, the implementation of the K to 12 Basic Education Program in

the Philippines includes the introduction of senior high school (SHS), or grades 11 and

12, the final 2 years in a new 6-year secondary education system. While previous

curricula focused mainly on readiness for postsecondary education, the SHS curriculum

aims to prepare students for either further education or employment.

Moreover, each student in Senior High School can choose among three tracks:

Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track

includes three strands: Business, Accountancy, Management (BAM); Humanities,

Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics

(STEM). Students undergo immersion, which may include earn-while-you-learn

opportunities, to provide them with relevant exposure and experience in their chosen

track. (Officialgazette.gov.ph)

According to Kimani, Kara &Njagi (2013), the purpose of education is to

equip the citizenry with values, skills, and knowledge to reshape their society and

eliminate inequality. The advantage of quality education is to adapt as the world changes

and human resources development progresses, national needs change, and the national

economy.
 14

K to 12 Basic Education Program Law

Senior High School (SHS) will officially be implemented nationwide starting with

Grade 11 in SY 2016-2017 and Grade 12 in SY 2017-2018. The additional 2 years of

Senior High School is a specialized upper-secondary education composed of a Common

Core Curriculum and Tracks. There are 8 core curricula or learning areas that include

Language, Humanities, Communication, Mathematics, Philosophy, Science, Social

Science, and Physical Education and Health and 4 tracks which include (1) Academic, (2)

Technical-Vocational-Livelihood, and (3) Sports and Arts (4) General Education or

Liberal Arts. Each track will have strands, which are also known as specializations within

a track. The 8 core curricula have 17 core subjects while the 4 tracks have 16 track

subjects or a total of 33 subjects for SHSC of which each subject will entail 80 hours of

classes per semester for the four semesters involved in Grades 11 and 12 or a total of

2,640 hours to complete the Senior High School level.

Qualifications Needed to Become a K-12 Teacher

According to Sweeney Erica (2022), teachers embark on their careers to make a

difference in their communities and inspire the next generation. Becoming a teacher takes

hard work and dedication, but the result is a rewarding experience and a job that is

always in demand. Most states require that K-12 teachers have a bachelor’s degree, either

in education or the field they plan to teach. In some cases, a college-level teaching

certificate will suffice. Because elementary school teachers usually instruct students in

several subjects, including mathematics, language arts, and social studies, prospective

teachers take classes to learn how to teach multiple subjects. They also take classes to
 15

prepare them to instruct and interact with younger children, such as child psychology,

curriculum design, literacy instruction and child development. Unlike elementary school

teachers, most middle and high school teachers focus on fewer subjects. They also take

classes in the subject they plan to teach, as well as the required teacher education

curricula in which they learn about lesson planning and curriculum assessment.

Prospective teachers must gain real classroom experience before they can get a

full-time teaching job. On-the-job training allows future teachers to work with students

one-on-one and to observe experienced teachers running a classroom. Many teaching

degree programs let students complete their fieldwork off-campus while working on their

degrees. The number of in-the-classroom hours required varies by state and degree

program.

All public-school teachers must be licensed in the state where they plan to teach;

most private schools, on the other hand, do not require a teaching license. State

requirements for teaching licenses vary, but most include a bachelor's degree, the

completion of a teacher education program, supervised teaching experience, and passing

a test for writing and math skills.

Moreover, some teachers obtain National Board Certification, which is an

advanced teaching credential offered by the National Board for Professional Teaching

Standards (NBPTS). This certification, however, does not replace a state teaching license

and only complements it.

The grade level you plan to teach will ultimately determine the credentials you

will need to become a teacher. Some jobs only require a single-subject credential, while
 16

others require multiple-subject certification. For instance, if you plan to teach elementary

school science and physical education, you might need a multiple-subject credential.

Check with the school district you plan to work for.

Furthermore, more professionals are turning to teach after working in other fields

for many years. To accommodate these individuals, some colleges offer alternative

certification or licensure programs for people who already have a bachelor’s degree that

is geared for another occupation. The programs can last up to two years, and, while

attending classes, students work as teachers under supervision. The teachers undergo

extensive education and assessment before they even set foot in the classroom. In the end,

many are very happy they made the switch to teaching.

Academic Performance

Student Academic Achievements and Graduation Odds were areas of interest to

Higher Educational Institutions. Academic Performance is the extent to which a student,

teacher, or institution their short or long-term educational goals. It is commonly measured

through examination or continuous assessments but there is no general agreement on how

it is best evaluated, or which aspects are most important—procedural knowledge such as

skills or declarative knowledge such as facts. The student’s performance (academic

achievement) plays an important role in producing the best quality graduates who will

become great leaders and manpower for the country thus responsible for the country’s

economic and social development (Ali et al, 2009).

Ali Shaukat et al, said that the factors affecting academic performance are

gender, age, schooling, father/guardian social economic status, residential area, medium
 17

of schooling, tuition trend, daily study hours and accommodation trend are the factors

affecting academic performance.

Karemera (2003) found that students’ performance is significantly correlated with

satisfaction with the academic environment and the facilities of the library, computer lab,

and other important facilities in the institution.

Furthermore, there are inconclusive results over which individual factors

successfully predict academic performance, elements such as test anxiety, environment,

motivation, and emotions require consideration when developing models of school

achievement. Now, schools are receiving money based on their student’s academic

achievements. A school with more academic achievements would receive more money

than a school with fewer achievements. (Wikipedia.org, 2010).

Academic performance is important for an institution for the good outcomes that

lead to job performance in the future (Kuncel et al., 2005).

The fact is the effort from the students themselves if they want to improve their

academic performance then they will (Zajonc, 1980). Moreover, poor study habits are

also tended to delay study (McKenzie & Schweitzer, 2001) and it will affect the

Cumulative Grade Points Average (CGPA) of the students (Chapell et al., 2005).

According to (Alimi, Ehinola, &Alabi, 2012) said the poor rate of academic

performance also can result in the economy of the country.

 18

Career Education

Career education helps a student make informed decisions in developing a career.

Instead of focusing on academic subjects, a student learns the tools of occupation through

hands-on training. Career education is accomplished through a variety of programs, such

as adult \education and employment training, mentoring programs, and community

education Career education helps a person develop the knowledge and skills they need to

choose and pursue a career path. Balana(2013) in her research pointed out that one of the

most and major important steps in landing an appropriate job is having a planned course

choice/career path in pursuing a degree. A student must plan first on what course to take

as he goes on or continue his study before entering the tertiary level. There are many

things to consider before an individual arrives at a conclusion on what path to take.

Foremost is what future he wants to get for himself. His Special skills and stock

knowledge were gained during their secondary level of education.

Importance of Career Education and Technical/Vocational Training Programs.

There are many benefits that career education can offer to students. This has been

recognized over the last decade or so as various ministries of education have introduced

mandatory career education courses and/or re-examined their approaches to technical

training programs. This is a welcome development.

K to 12 responses 2 to Career Education and Technical/Vocational Training

Programs by examining the role of career education K to 12 programs is the answer as a

response to the skills shortage and high youth unemployment, it is important to

understand the role of public education can play in guiding students’ choices.
 19

While this connection should not be overstated, it is important to note that student

engagement is an important aspect of education plans and career matters to facilitate

engagement, education programs must be accessible to students of varying abilities and

aptitudes, particularly for those who do not see themselves attending university. These

programs must be supported by clear pathways to work. In some provinces and school

boards, technical programs, specifically those delivering Technical Vocational Education

and training (TVET), are closely aligned with labor market demands and in STEM

(science, technology, engineering, mathematics) fields and high-demand paths. This

approach can create options for students that lead to entry-level jobs, higher education

degrees, and advanced career paths.

Guidance from Prior Reviews Related to STEM Education

A search for reviews of STEM education research found multiple reviews that

could suggest approaches for identifying publications (e.g., Brown, 2012; Henderson,

Beach, & Finkelstein, 2011; Kim, Sinatra, &Seyranian, 2018; Margot & Kettler, 2019;

Minichiello, Hood, & Harkness, 2018; Mizell & Brown, 2016; Thibaut et al., 2018; Wu

& Rau, 2019). The review conducted by Brown (2012) examined the research base of

STEM education. He addressed the complexity and ambiguity by confining the review

with publications in eight journals, two in each discipline, one academic research journal

(e.g., the Journal of Research in Science Teaching), and one practitioner journal (e.g.,

Science Teacher). Journals were selected based on suggestions from some faculty

members and K-12 teachers. Out of 1100 articles published in these eight journals from

January 1, 2007, to October 1, 2010, Brown located 60 articles that authors self-identified

as connected to STEM education. He found that the vast majority of these 60 articles
 20

focused on issues beyond an individual discipline and there was a research base forming

for STEM education. In a follow-up study, Mizell and Brown (2016) reviewed articles

published from January 2013 to October 2015 in the same eight journals plus two

additional journals. Mizell and Brown used the same criteria to identify and include

articles that authors self-identified as connected to STEM education, i.e., if the authors

included STEM in the title or author-supplied keywords. In comparison to Brown’s

findings, they found that many more STEM articles were published in a shorter period

and by scholars from many more different academic institutions. Taking together, both

Brown (2012) and Mizell and Brown (2016) tended to suggest that STEM education

mainly consists of interdisciplinary or cross-disciplinary combinations of the individual

STEM disciplines, but their approach consisted of selecting a limited number of

individual discipline-based journals and then selecting articles that authors self-identified

as connected to STEM education.

In contrast to reviews on STEM education, in general, other reviews focused on

specific issues in STEM education (e.g., Henderson et al., 2011; Kim et al., 2018; Margot

& Kettler, 2019; Minichiello et al., 2018; Schreffler, Vasquez III, Chini, & James, 2019;

Thibaut et al., 2018; Wu & Rau, 2019). For example, the review by Henderson et al.

(2011) focused on instructional change in undergraduate STEM courses based on 191

conceptual and empirical journal articles published between 1995 and 2008. Margot and

Kettler (2019) focused on what is known about teachers’ values, beliefs, perceived

barriers, and needed support related to STEM education based on 25 empirical journal

articles published between 2000 and 2016. The focus of these reviews allowed the

researchers to limit the number of articles considered, and they typically used keyword
 21

searches of selected databases to identify articles on STEM education. Some researchers

used this approach to identify publications from journals only (e.g., Henderson et al.,

2011; Margot & Kettler, 2019; Schreffler et al., 2019), and others selected and reviewed

publications beyond journals (e.g., Minichiello et al., 2018; Thibaut et al., 2018; Wu &

Rau, 2019).

Choosing the Right Academic Strand Influences on Student’s Efforts, Motivation,

and Self-Efficacy of Senior High School Students

According to Francis Bringas, head of the Department of Education (DepEd)-

Baguio District that the K-12 Curriculum is not only focused on building and enhancing

students with technical knowledge and skills through the four tracks in senior high

school, but also make them ready to do authentic tasks during the study with

understanding to motivate them to do. It is not only a learning base coming from the

teachers because the K-12 program makes the effort to analyze and understand their

knowledge.

Bringas believes that the new and more relevant strand that the senior high school

chose or a relevant curriculum that fits their skills and ability makes them ready not only

for a college degree but also for future life success. Fontanilla, G., (2015).

Literature in K-12 is more than just a text. In the last school year, 2016-2017

marks the start of senior high school in the Philippines as part of the K to 12 programs

implemented by the Department of Education (DepEd) (Department of Education 2016).

In this case of application, there are four career tracks in the program: academics track,
 22

arts and design track, sports track, and the technical vocational track. The academics

track and the technical vocational track are further divided into sub-tracks or what they

refer to as “strands”. Under the academic track, four strands are available: accountancy

and business management (ABM); humanities and social sciences (HUMSS); general

academic strand (GAS); and science, technology, engineering, and mathematics (STEM).

The technical vocational track consists of four strands as well: Agri fishery arts, home

economics, industrial arts, and information and communication technology (ICT). Thus,

before entering senior high school, students need to select one track from these ten

choices.

To help the incoming senior high school in their decision-making, DepEd

conducts the National Career Assessment Examination (NCAE) to help students decide

what career to pursue in college or senior high. The adjective of NCAE is to evaluate the

students’ skills based on a standardized examination. Aside from giving a measure of the

skills, NCAE also 445 provides recommendations on what types of jobs are suitable for

the students (Philippine Congress 2013). However, the information that NCAE offers is

just one of the many aspects a student may consider in choosing a career track.
 23

Related Studies

Senior High School Strand and Biology

This study aims to identify the relationship between the grade 12 senior high

school students’ conception of learning biology and their self-regulated learning

strategies and the impact of these variables on the academic performance of the students.

Two sets of questionnaires - the Conception of Learning Biology questionnaire and the

Self-Regulated Learning Strategies questionnaire - were administered to students in the

different public secondary schools in Cebu City whose schools offered Science,

Technology, Engineering, and Mathematics (STEM) strand in the Senior High School

curriculum. This research used exploratory factor analysis to analyze the data. The results

reveal that there is a significant positive relationship between all the variables in the

conception of learning biology and all factors in the self-regulated strategies of senior

high school students. The data further reveal that there is a significant positive

relationship between the student’s academic performance and one of the factors of self-

regulated learning strategies. The results of the study have implications for the teaching

of biology particularly in understanding students’ conception of learning and their self-

regulated learning strategies to achieve better academic outcomes. It is recommended for

teachers to make necessary interventions to encourage students to develop advanced-

order conceptions of learning and higher-order self-regulated learning strategies that

would help them attain high academic performance. (International Journal of Innovative

Science and Research Technology).

 24

Comparison of Senior High school Strand and College Program Preferences

Senior High School strand and undergraduate program preference have a

significant part in determining a student’s career route; these aspects mostly influence the

student’s college course preference. As a result of several curricular revisions, choosing a

college subject has grown more difficult. The Enhanced Basic Education Act of 2013

(Republic Act No.10533) went into effect in 2012, and the Enhanced Basic Education

Act of 2013 (Republic Act No.10533) was implemented in 2012. President Benigno

Simeon Aquino III signed the law on May 15, 2013, after it was passed by Congress on

January 30, 2013. The Act, entitled “An Act Enhancing the Philippine Basic Education

System by Strengthening Its Curriculum and Increasing the Number of Years for Basic

Education, Appropriating Funds Therefore and for Other Purposes” Kindergarten,

primary, and secondary education, as well as alternative learning systems, are all

included in this category. The law mandates an additional two more years of High School

education to the previous ten-year Basic Education cycle.

The curriculum revision was marketed as a national movement toward

international work preparedness that will make students “globally competitive.” In 2018,

the first batch of graduates under the revised High School curriculum will graduate.

(GMA News, 2015).

They proposed to mandate students to take an undergraduate course aligned with

their strand under the Aquino administration. If students decided to take up an

undergraduate program not aligned with their strand, they must at least take abridging
 25

program to catch up with the subjects they have not taken during their Senior High

School. (Luistro, personal communication, 2015).

Following a change in government leadership, the Commission on Higher

Education issued CHED Memorandum No. 105 series of 2017, which states: “All Grade

12 graduates beginning Academic Year 2017-2018 are eligible to enter college regardless

of the track or strand took in the Senior High School”. Many factors influence college

course preferences of students graduating from Senior High School, including the strand

they chose during their eleventh and twelfth-grade years, as it may influence whether

they continue to pursue the academic track they chose before college or switch to a

different academic field of study for their undergraduate program. Aside from their

Senior High School strand, students’ ability, potential job route, parents’ choice, peer

pressure, and personal interests are among the elements that will influence their decision

on what college course they will pursue.

A curriculum is vertically aligned and coherent when students learn in one

lesson, course, or grade level at a time that progresses to the next lesson, course, or grade

level. A vertically aligned curriculum in s logically-sequence structure that enhances the

learning and skills development of students for higher-level work. (Edglossary, 2014).

One of the most difficult decisions facing graduating high school students is

deciding on their college courses. There are a variety of things that influence their

decisions.
 26

Challenges in Facing K to 12

Angara in his speech explained that we must add two years to the basic education

program, so that the Philippines will not remain as one among the three countries in the

UNESCO with less than 12 years of education--the others being Angola and Djibouti. To

improve the quality of workmanship and employment status we need to upgrade our BEC

so that qualified professionals will not be treated like second-rate workers. Angara cited

that today, education and training are being judged based on global standards. We might

have good universities but this is not enough since institutionally and as a country, we are

looked down upon by the world education leaders," he moaned. We should prepare not

only for K-12 but as well as ASEAN 2015 based on AEC or also known as ASEAN

Economic Community. Angara said that "We must face the fact that our current

educational system is dysfunctional.

Some of the reasons are (1) physical deficiency or chronic shortages in classroom

seats, books, even hygiene facilities, as well as qualified teachers. (2) Undertrained

professionals (3) Job mismatch between the academic programs being offered and the

market demand.

Academic performance of k12 students in online learning during the pandemic

The shutdown of schools in response to the rapid spread of COVID-19 poses risks

to the education of young children, including a widening education gap. In the present

article, we investigate how school closures in 2020 influenced the performance of

German students in a curriculum-based online learning software for mathematics. We

 27

analyzed data from more than 2,500 K-12 students who computed over 124,000

mathematical problem sets before and during the shutdown, and found that students’

performance increased during the shutdown of schools in 2020 relative to the year before.

Our analyses also revealed that low-achieving students showed greater improvements in

performance than high-achieving students, suggesting a narrowing gap in performance

between low- and high-achieving students. We conclude that online learning

environments may be effective in preventing educational losses associated with current

and future shutdowns of schools.

Study Habits and Its Impact on Secondary School Student’s Academic Performance

in Biology

Study habits are how one studies the habits that students form during their school

years. Without good study habits, a student cannot succeed. Thus, this study investigated

the impact of study habits on secondary school student’s academic performance in the

Federal Capital Territory, Abuja. The study was guided by one null hypothesis. The study

adopted a descriptive survey research design as its plan. The sample of the study

constituted 1050 senior secondary school students drawn from the Federal Capital

Territory, Abuja. The instrument used for data collection was a questionnaire. Chi-square

was used for data analysis. The finding of the study revealed that there is a significant

relationship between study habits and students’ academic performance. It was

recommended that teachers and school guidance counselors should collaboratively guide

students on how to develop good study habits; thereby enhancing their academic success.
 28

The sooner a student starts practicing and developing good habits, the better chance he

will have that he will continue with them.

Procrastination can be overcome with proper study habits and improving one’s

study habits is the key to better studying. Being organized and having homework routines

are the most important things in helping a child/student develop good study habits for

life. Developing good study habits help spell success and a student will find himself

working more efficiently and experiencing lesser stress in the process. He adds that

having effective study habits creates a more efficient academic environment. Planning

your study schedule as a student in advance and faithfully sticking to it saves time. When

students have good study habits, they tend to be less stressed. Students who are anxious

on exam day are typically procrastinators who come unprepared. Students who organize

their lives and stick to their established study schedules are confident and relaxed at test-

taking time (Marc, 2011).

Senior High School Students’ Conception of Learning Biology about Self-Regulated

Learning Strategies: Their Impact on Students’ Academic Performance

Students' conception of learning is a coherent arrangement of information and

one's convictions and comprehension of the idea of learning and instructive activities

(Chiou& Liang, 2012). It is constructed from a student's understanding and is,

accordingly, a domain-dependent task. Numerous research concentrating on students'

conception of learning have shown that students subjectively differ in their learning

conceptions (Purdie& Hattie, 2002). It is an established idea that students possess

distinctive conceptions of learning in various subject areas. In technical disciplines,

 29

especially in biology or physics, students' conception of learning may reveal various

systems.

Consequently, for this research, it is crucial to concentrate on one area. The

conception of learning and self-regulated learning techniques are important catalysts to

positive academic performance. The conception of learning has been generally examined.

However, a study of the same purpose directed toward Filipino senior high school

students is yet to be done. Although there have been numerous examinations researching

students' development of learning, not many of these have concentrated on self-regulated

learning systems in a specific content domain. This study investigated the students'

conception of learning Biology and its connection to self-regulated learning procedures in

Biology. Given that students procure domain-specific views on learning (Buehl&

Alexander, 2001; Tsai, 2004), it is necessary for educators to recognize students’

methods and conceptions of learning Biology.

In the conception of learning, students possess distinctive methods in meeting

their learning objectives. The common method of describing the student's approaches is

accurately identifying their continuous learning process (J. Biggs, D. Kember, and D.

Leung 2001).

Students study distinctive scholastic subjects in different ways; in this manner, the

students develop domain-specific dispositions in dealing with learning. Self-regulated

learning technique is one of the strategies centered in this study. Self-regulated learning

techniques may impact students' motivation, conduct, and execution, their understanding

of the learning process, and results. These will consequently influence their self-
 30

regulation, producing a cyclic system. Accordingly, this study is directed to exploring the

connection between the conception of learning and self-regulated learning methodologies

and how they impact academic performance.

Synthesis

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of Senior

High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level skills

development, employment, and entrepreneurship.

In addition, subjects are taught from the simplest concepts to more

complicated concepts through grade levels in spiral progression. As early as elementary,

students gain knowledge in areas such as Biology, Geometry, Earth Science, Chemistry,

and Algebra. This ensures mastery of knowledge and skills after each level. For example,

currently, in High School, Biology is taught in the 2nd Year, Chemistry in the 3rd Year,

and Physics in the 4th Year. From K to 12, these subjects are connected and integrated

from Grades 7 to 10. This same method is used in other Learning Areas like Math.

K to 12 program offers a greater solution to the problems that the country was

facing, particularly in the employment phase, as the Filipino graduates worked abroad.

These problems include the need for teachers to be trained in pedagogy, education

research, measurement and evaluation, and classroom management to ensure that

instructions are delivered in a meaningful way and a lack of government budget to

 31

provide the necessary resources to support this new curriculum, including junior and

senior high school teachers.

Despite all the problems found as a result of the implementation of this new

curriculum, many believed that the long-term effects of the K to 12 programs were very

beneficial to all Filipino graduates. Therefore, support and encouragement for the

betterment of the new educational system implemented by the government be shown by

all Filipinos. By investing more time and resources in education, national growth and

development can truly be achieved.

Furthermore, the implementation of the K to 12 programs in the Country gave

different impressions and speculations from teachers, parents, and students who were

greatly involved in change if this helped the country improve its system in the field of

education to match it with the demand of the global market regardless of the different

challenges that the program had faced, teachers, parents, and students had great hope that

this addressed the county’s problem in developing the country’s economy.

Moreover, K to 12 programs gave graduates the ability to become competitive in

their own chosen field of specialization and possessed the necessary skills and

competencies. Different Interactive teaching strategies and techniques must be used in

this new curriculum because they gave the students the ability to immerse themselves in

the real environment and able to see a bigger picture of it.

The K to 12 programs had something that needs to be on top of the

government’s priorities because this was believed to be the solution to all the problems

that the country is facing today. Different research had been conducted to know the
 32

things that needed to be worked on under the implementation of this new curriculum that

gave different perspectives among teachers, parents, and students.

This study will be useful to guide students’ course and track choices and could

give recommendations on the job mismatches that are relevant in the country.
 Chapter 3

METHODOLOGY

Research Design

This study used a descriptive-inferential research design. A descriptive study

aims to describe the state of the variable, a study that is used to describe the

characteristics of the population. This approach focuses on addressing questions about the

"what" rather than the "why" of the study topic. Descriptive research is called

observational study methods because the variables of the survey are not affected during

the process of gathering data. It systematically collects information. Hence, one needs to

carefully select the units you are investigating and carefully measure each variable. The

researchers usually do not start with a hypothesis but may develop one after collecting the

data.

Moreover, Researchers do not control or manipulate variables, they only observe

and measure them, unlike in experimental research (McCombes, 2019).

Meanwhile, inferential statistics compare treatment groups and conclude the

larger population of participants based on the measurements taken from a sample of

subjects in the experiment. It also generalizes a population based on data from samples.

Descriptive statistics employs data to create population descriptions using

numerical computations, graphs, and tables. Inferential statistics uses a sample of data

from a population to make conclusions and predictions about that group.

 34

The independent variables were senior high school strands: GAS, STEM, ABM,

TVL, and HUMSS. The dependent variable is academic performance of 3rd year BSED

students at ISAT-U.

Respondents of the Study

The respondents of the study were the 27 students of Bachelor of Secondary

Education major in science in their 3rd year excluding the researchers and an inactive

student, from the College of Education of Iloilo and Science Technology University

during the Academic year 2021-2022.

Table 1 shows the distribution of the respondents.

Distribution of Respondents

Respondents (Strand) N %

As a whole 27 100

ABM 2 7.40

GAS 6 22.22

HUMSS 7 25.93

STEM 7 25.93

TVL 5 18.52
 35

Data Gathering Instruments

The research instrument that researchers used is a researcher-made microbiology

test. The researchers used this to measure the understanding of BSED science students

about microbiological concepts. Researchers utilized problems and questions from

textbooks and online references and made revisions with the guidance of experts, science

teachers, advisers, and panelists through validation and reliability testing.

The test is modified according to the following parts: Part 1 consists of the

solicited personal information of the respondents, the respondent’s name, and their senior

high school strand. Moreover, part 2 is the test proper. It consists of a 60 multiple-choice

item test. Upon answering the instrument, the respondents were instructed to answer the

questionnaire by tapping the correct answer in each item to measure their academic

performance. A letter was also sent to the Dean of the College of Education and the

advisers of each year level to ask permission and approval for the conduct of the study.

Lastly, a letter was also sent to the biology teacher of the respondents to ask for

permission and assistance in facilitating the implementation of the research.

The researcher and the subject teacher cooperated in the analysis of the material’s

contents concerning the textbook and other resources in microbiology. The lessons that

were included were the topics in the third year of microbiology.

Validity

To establish the validity of the instruments in this study, the researchers drafted

items or questions based on the reference book and online sources. The constructed

instrument was verified by the thesis adviser along with the expert consulted by the
 36

researchers. Furthermore, the instrument was submitted to the panel of experts for content

and face validation. The corrections and suggestions of the panel of experts were then

included in the final draft of the instrument.

Reliability

When the validity was already established, a pilot test was conducted on the same

grade level. These respondents did not form part of the study. The reliability testing of

the corrected and finalized form of the biology test was administered through google

form to 31 3rd-year students of West Visayas State University with the consent form of

the Dean of the College of Education. To determine the reliability index, the researcher

used Kuder-Richardson Formula 21. The microbiology test obtained a reliability index

of 0.92, which showed that the exam is dependable in measuring students’ performance

in biology.

Scale

A 5-point scale developed by the researchers was utilized to categorize the

academic performance of respondents based on the given examination. Academic

performance was measured based on the mean score of the respondents in each strand

and as a whole.

Data Gathering Procedure

A microbiology test which includes the topics such as Basic Terms and Concepts in

Microbiology, Scientists in Microbiology, Cell, Bacteria, and Phylogenetic Tree of Life

was the data needed by the researchers.

 37

Prior to conducting the test, the researchers secured a letter from the Deans, advisers, and

biology teachers to allow the researchers to conduct the study. Then, the researchers used

a questionnaire based on the books and revisions to be answered by the respondents.

Then, the researchers instructed the respondents on the steps in answering the

questionnaire. After the questionnaire was completely answered by the respondents, the

researchers gathered the needed data for analysis, tabulation, and interpretation.

Data Analysis Procedure

The data from the pilot test and final conduct of the test were tabulated using

SPSS version. The researchers used the Kuder-Richardson Formula 21 to test the

reliability of the test.

Meanwhile, data gathered at the final conduct of the study used the following:

Mean. This was used to determine the Academic performance of respondents in

Biology based on their test score.

Standard Deviation. This was used to determine the respondents` homogeneity or

heterogeneity in terms of academic performance.

One-Way ANOVA. This was used to determine the significant differences in the

academic performance of the respondents based on their senior high school strand.
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results and Discussion

This chapter presents the results, analysis, and interpretation of the data gathered

to determine the Senior High School Strand and the Academic Performance of BSED

Science Students in Biology.

 39

Table 2. Mean of the Academic Performance of Respondents as a Whole and When

Classified According to Senior High School Strand

Strand Mean Description Standard

Deviation

STEM 31.57 Unsatisfactory 18.509

Needs
GAS 36.00 8.366
Improvement

HUMSS 25.71 Unsatisfactory 9.638

TVL 39.00 Needs 6.245

Improvement

ABM 48.00 4.242

Very
Satisfactory
As an Entire 33.63 12.704

Group Unsatisfactory

Legend:
Scale Description
53.51 – 60 Excellent
47.51 – 53.50 Very Satisfactory
41.51 – 47.50 Satisfactory
35.51 – 41.50 Needs Improvement
0 – 35.50 Unsatisfactory

Table 2 shows the mean of the academic performance of BSED Science students

when classified according to their senior high school strand.Test results of STEM

obtained the mean of 31.57 (SD = 18.509), GAS obtained the mean of 36.00 (SD =

8.366), HUMSS obtained the mean of 25.71(SD = 9.638), TVL obtained the mean of
 40

39.00 (SD = 6.245), ABM obtained the mean of 48.00 (SD = 4.242). The total mean was

33.62 and the total Standard Deviation was12.704. The ABM strand has the highest mean

of 48.00, followed by TVL with 39.00, GAS with 36.00, STEM with 31.57, and lastly

HUMSS with 25.71.

The data shows that HUMSS has the lowest academic performance with the score

not even reaching half the total score while ABM has the highest. The academic

performance as a whole was low and was just a little higher than half of the total score.

Results obtained supported the data presented by Elke Hyacinth (2019), which

stated that the Intraclass Correlation Coefficient (ICC) for STEM has lower points than

that of the ICC for non-STEM schools, which meant that the estimated average scores

over time of the non-STEM had higher stability than the estimated average scores over

time of the STEM.

The findings also supported the study of Tan &Dejoras (2019), whichindicated

that there was no significant difference between the problem-solving ability of the

students who graduated from STEM and non-STEM strands. The participants were found

to be apprentice in problem-solving, able to obtaina partly correct solution but were not

able to give the final correct answers. Thus, the researchers recommended that basic

education program may be enhanced for the successful implementation of K to 12.

 41

Table 3. One Way ANOVA on the Difference in the Academic Performance of

Respondents When Classified According to Senior High School Strand

Groups Sum of df Mean F Sig.

Squares Square

Between 1059.153 4 264.788 1.857 .154

Within 3137.143 22 142.597

Total 4196.296 26

p≧0.05
Legend:
Scale Description
53.51 – 60 Excellent
47.51 – 53.50 Very Satisfactory
41.51 – 47.50 Satisfactory
35.51 – 41.50 Needs Improvement
0 – 35.50 Unsatisfactory

Table 3 presents the One-way ANOVA results regarding the significant difference

in the academic performance of BSED science students in biology when classified

according to senior high school strand. As shown in Table 3, no significant difference

was found in the academic performance when classified according to the senior high

school strand [F (4, 22) = 1.857, p = .154]. Data shows that the Senior High School

strand doesn’t determine or imply that taking strands with specialization in science such

as Biology will elevate or increase the academic performance more than the others

without it.
 42

It backs up the study of Mark M. Alipio (2020), which states that the test of

difference in the level of adjustment to college, specifically the academic adjustment

when respondents are grouped according to academic strand during senior high school

revealed significant differences during ANOVA. This means that the academic strand

taken during SHS affects the level of academic adjustment to college. Even though

STEM has the advantage of learning more advanced science subjects in their senior high

school than the other strands, GAS, HUMSS, ABM, and TVL graduates were mature

enough to catch up with their college lessons. As they step higher in the year level, they

leveled their academic performance, and some even surpassed the STEM strand in terms

of test scores.

It also backs up the study of Quintos&Caballes (2022), which states that one of

the major reasons that some students lose interest in college is the gap between their high

school experiences and their college expectations. The mismatch rate is high between the

strand of the learners during their senior high school and the course they enrolled in

college. It is revealed that for the school year 2017-2018, the rate of mismatch is thirty-

nine percent (39%) and thirty-one percent (31%) for the SY 2018-2019.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Study

This study aimed to determine the Senior High school strand and academic

performance of BSED Science students in Biology for S.Y 2021-2022. Specifically, it

sought to answer the following questions:

1. What is the Academic performance of BSED Science students in Biology as a

whole and when classified according to senior high school strand?

2. Is there a significant difference in the academic performance of BSED Science

students when classified according to their senior high school strand?

The subjects of this study were the 3rd-year students of BSED Science in Iloilo

Science and Technology University during the Academic Year 2021-2022. This study

used a descriptive and inferential research design which aims to describe the state of the

variable and describe the characteristic of the population. Data were gathered using a

researcher-formulated microbiology test. This was used to measure the understanding of

BSED science students on microbiological concepts. The assessment was given to the

respondents to identify their academic performance on the subject. Researchers used to

mean in gathering the academic performance. A 5-point scale- formulated by the

researchers was utilized in ranking the academic performance of each strand and the

overall academic performance of the respondents. One-way ANOVA was also used in
 44

determining the significant difference between the academic performance when classified

according to the senior high school strand

Summary of Findings

The following were the answers to the questions of this study based on the

obtained results that were analyzed and interpreted:

1. The Academic performance of BSED Science students in Biology as a whole

was “Unsatisfactory”

2. The Academic performance of BSED Science students in Biology in the STEM

and HUMMS strand was “Unsatisfactory”; in the GAS and TVL strand it was “Needs

Improvement”. On the other hand,the academic performance of those who graduated

from the ABM strand was “Very Satisfactory”.

3. There is no significant difference in the academic performance of respondents

when classified according to their senior high school strand. Therefore, the researchers

failed to reject the null hypothesis.

Conclusions

In the light of the findings the following conclusions are hereby presented:

1. The overall academic performance of BSED Science students in Biology was

“unsatisfactory”. The results show that students have little or low knowledge about the

concepts of microbiology. This may be partly one of the effects of the pandemic wherein

the schools cannot conduct face-to-face interaction for classes and students weren’t able

to experience laboratory activities which are very vital for microbiology such as
 45

examining bacteria and other cells. This also shows that maybe students and teachers are

not yet adaptive and are still in the period of adjusting to the new form of school or a new

place for teaching and learning. Moreover, students have different learning habits and

style as some maybe visual, some may be auditory. Hence, more it is tough for the

teachers to execute different types of approaches to teaching. Furthermore, the limitation

of face-to-face classes due to the pandemic, cause students to cease manipulating

laboratory equipment and materials. Thus, making their academic performance very low

since of them are experiential learners.

2. BSED Science students' academic performance in Biology in the STEM and HUMSS

strand was “Unsatisfactory” although the STEM strand has a lot of biology subjects

during senior high school, it doesn’t make their academic performance higher than other

strands during their college years. This means that they also struggled with the current

phase of education. Most of the students came from the provinces and most of the time,

there is a shortage of teachers in a certain subject which can cause the low academic

performance output of the students. Meanwhile, the BSED Science students in Biology in

the HUMSS strand have unsatisfactory performance. They are expected to have

communication and interpersonal skills which is why their performance is unsatisfactory.

The mismatch is very evident in the results of the academic performance of HUMSS

students. One of the problems of the K-12 curriculum is the mismatch or misalignment of

senior high school strands and the college course choices of students which leads to poor

performance of students in college.

3. The performance of BSED Science students in Biology in the GAS and TVL strand

needs improvement. This may be also because Biology is not their focus subject and all
 46

of their subjects in their senior high school were generic and not specialized that’s why

they struggle in catching up with the other strands’ academic performance. Those who

were graduates of the TVL strand, they may be taking time to plan and focus on learning

to enhance their academic performance, especially in biology. The fact that this strand

doesn’t have any microbiology topics yet surpassed the academic performance of other

strands means that they somehow adjusted to the new normal of life and education. This

strand is not even academic, yet they were able to perform quite well.

4. BSED Science students in the ABM strand have very satisfactory performance in

Biology compared to other strands. When you are good at math most probably, you’ll be

also good at science matters. Thus, the interest of ABM students pushed them to get high

academic performance in biology. Their fast adaptive ability has also helped them in

raising their academic performance. In short,they’ve adjusted well that the misalignment

was fixed. This means that BSED Science students coming from the ABM strand have

very satisfactory performance in Biology even though they have little concentration on

biology subjects in their senior high school. This might also be because their teachers in

the senior high school are experts in biological sciences that’s why they got high scores

on the exams. After all, the foundation of their knowledge was properly built.

Recommendations

Based on the findings and conclusions of the study, the following are hereby

recommended:

1. Administrators and educators should implement programs that will make more time for

laboratory subjects to conduct face-to-face or hybrid learning even in times of pandemic.

 47

2. Institutions and school administrators may send teachers to training courses for

discovering new teaching techniques to be applied in class for science teaching.

3. Curriculum makers may consider the inclusion of more biology or science subjects in

the GAS strand for them to improve their knowledge in the field of science.

4. School administrators may appoint a career guidance counselor to support students and

guide them in assessing themself to avoid misalignment of senior high school strands and

college courses.

5. Students from the TVL strand can study more about science and microbiology

specifically for they don’t have sciences in their senior high school years and for them to

enhance their knowledge and raise their level of academic performance.

6. Teachers may introduce and integrate new teaching strategies into the class to make

learning more interesting and for students to acquire or improve their knowledge and

understanding more effectively.

7. School administrators play an important role in establishing programs that will support

student learning such as upgrading libraries and building more complete and well-

equipped laboratories with complete sets of laboratory materials such as microscopes and

other laboratory tools, equipment, and technologies that will help in the advancement of

teaching and learning process.

8. Future researchers may also organize a similar study with different respondents and

different subjects or topics to discover new ideas and knowledge in the field of science.
 48

9. Future researchers may also conduct studies like this in a more detailed way and with a

much broader population in the context of a face-to-face or hybrid setting. This is for

them to get a more accurate result and to further enhance the content and results of the

study.
 49

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Vocational Livelihood Track is Not at All Ready for Implementation. Retrieved:

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gh_School_Technical-

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CHED Memorandum Order (2017). Policies, Standards and Guidelines for Bachelor of

Secondary Education (Based). Retrieved; August 23, 2022

@https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf.

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2021 @https://files.eric.ed.gov/fulltext/ED386434.pdf.

Dangle, Y. R. P., &Sumaoang J. D. (2020). The implementation of modular distance

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EducationalTechnology & Society, 11(2), 171-191.(1989). Theory and practice of

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@https://www.routledge.com/Theory-and-Practice-of-Distance-

Education/Holmberg/p/book/9780415112925.
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Edukasyon.ph (2022). What is Senior High School? Retrieved: June 28, 2022

@https://www.edukasyon.ph/courses/senior-high-tracks.

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of_x0002_modular-learning/

Holmberg, B. (1986). Growth and Structure of Distance Education. London: Croom

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June 28, 2022, @https://www.ejmste.com/.

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Lebaste V. (2020). The Role of the Parents in Modular Distance Learning. Retrieved:

August 21, 2022 @https://www.pressreader.com/Philippines/SunstarPampanga/.

Nardo, B. (2017, October 20) Modular Instruction Enhances Learner Autonomy.

Retrieved: June 28, 2022, @http://pubs.sciepub.com/education/5/10/3/index.html.

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to the Corporate World. Retrieved: June 28, 2022

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to distance education. London: Croom Helm. Retrieved: June 28, 2022,

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Sahin, M. (2009). Exploring university students' expectations and beliefs about physics

and physicslearning in a problem-based learning context. EURASIA. Retrieved:

June 28, 2022 @https://www.ejmste.com/article/exploring-university-students-

expectations-and-beliefs-about-physics-and-physics-learning-in-a-4164.

Sitero Francisco Senior High School (2017). What college courses can you take after

Senior High School? Retrieved: June 28, 2022, @https://sitero-

shs.weebly.com/general-academic-strand.html.

Sweeney E. (2022). Qualifications Needed to Become a K-12 Teacher. Retrieved: August

23, 2022 @https://www.teachingjobs.com/career-advice/3/qualifications-needed-

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%20will%20suffice.

Tseng, S., Su, J., Hwang, G., Hwang, G., Tsai, C., & Tsai, C. (2008). An Object-Oriented

Course Framework for Developing Adaptive Learning Systems. Retrieved: June

28, 2022 @https://www.researchgate.net/publication/220374756_An_Object-

Oriented_Course_Framework_for_Developing_Adaptive_Learning_Systems.

University of San Jose – Recoletos, (2022). Bachelor of Secondary Education Major in

Science. Retrieved: August 23, 2022

@https://usjr.edu.ph/soe/degrees/undergraduate/bsed-science/.

Tan &Dejoras (2019). Comparing problem solving ability of STEM and non-STEM

entrants to Bachelor of Science in mathematics education program. Retrieved:

September 1, 2022 @http://www.sci-int.com/pdf/636837531893325399.pdf.

Quintos&Caballes (2022). Exploring Between SHS Strand and College Course

Mismatch: Bridging the Gap through School Policy on Intensified Career

Guidance Program. Retrieved: September 1,

2022@https://www.researchgate.net/publication/361073077_Exploring_Between

_SHS_Strand_and_College_Course_Mismatch_Bridging_the_Gap_Through_Sch

ool_Policy_on_Intensified_Career_Guidance_Program
 54

Appendix A
Letter of Permission to Conduct Study
 55

April 21, 2022

DR. JOHN ERIC V. JUANEZA

Dean, College of Education
This University

SIR:

A pleasant day!

We the undersigned third year students from the Bachelor of Secondary Education major
in Science of this university are currently enrolled in SED 2 SCI (Research in Teaching
Science 2). As a requirement of the course, we are conducting our study entitled “Senior
High School Strand and Academic Performance of BSED Science Students in Biology”
With regard to this, we are requesting your support and endorsement to administer our data
gathering and collection from the BSED Science 3- A students.
Your positive response will be highly valued.

Thank you!

Respectfully yours,

(Sgd.) FERMIN JR T. GALANZA

(Sgd.) JEWEL MAE P. HUERVANA
(Sgd.) ANGELICA B. TEJADA
Researchers

Noted by:

(Sgd.) ALMA MAE S. TORREMORO, Ph. D.

Research Adviser

(Sgd.) LOWE ANA MARIE L. TRANCE, Ph. D.

Research Professor
 56

Appendix B
Letter of Permission to the Subject Teacher
 57

April 21, 2022

DR. REAH ANN TORRES

Faculty, College of Education
This University

MADAM:

A pleasant day!

We the undersigned third year students from the Bachelor of Secondary Education major
in Science of this university are currently enrolled in SED 2 SCI (Research in Teaching
Science 2). As a requirement of the course, we are conducting our study entitled “Senior
High School Strand and Academic Performance of BSED Science Students in Biology”
As regard to this, we are requesting your support and endorsement to administer our data
gathering and collection from the BSED Science 3- A students.

Your positive response will be highly valued.

Thank you!

Respectfully yours,

(Sgd.) FERMIN JR T. GALANZA

(Sgd.) JEWEL MAE P. HUERVANA
(Sgd.) ANGELICA B. TEJADA
Researchers

Noted by:

(Sgd.) ALMA MAE S. TORREMORO, Ph. D.

Research Adviser
 58

Appendix C
Letter for Validators
 59

May 4, 2022

DR. LOWE ANA MARIE L. TRANCE

Faculty, College of Education
This University

MADAM:

A pleasant day!

We the undersigned third year students from the Bachelor of Secondary Education major
in Science of this university are currently enrolled in SED 2 SCI (Research in Teaching
Science 2). As a requirement of the course, we are conducting our study entitled “Senior
High School Strand and Academic Performance of BSED Science Students in Biology”.

With your expertise, we are humbly asking for your assistance to validate the attached
researcher-made biology test, for the study.

We are looking forward that our request would merit your positive response.
Thank you and more power.

Respectfully yours,

(Sgd.) FERMIN JR T. GALANZA

(Sgd.) JEWEL MAE P. HUERVANA
(Sgd.) ANGELICA B. TEJADA
Researchers

Noted by:

(Sgd.) ALMA MAE S. TORREMORO, Ph. D.

Research Adviser

(Sgd.) LOWE ANA MARIE L. TRANCE, Ph. D.

Research Professor
 60

May 4, 2022

DR. GEORGIA G. DEMAVIBAS

Faculty, College of Education
This University

MADAM:

A pleasant day!

We the undersigned third year students from the Bachelor of Secondary Education major
in Science of this university are currently enrolled in SED 2 SCI (Research in Teaching
Science 2). As a requirement of the course, we are conducting our study entitled “Senior
High School Strand and Academic Performance of BSED Science Students in Biology”.

With your expertise, we are humbly asking for your assistance to validate the attached
researcher-made biology test, for the study.

We are looking forward that our request would merit your positive response.
Thank you and more power.

Respectfully yours,

(Sgd.) FERMIN JR T. GALANZA

(Sgd.) JEWEL MAE P. HUERVANA
(Sgd.) ANGELICA B. TEJADA
Researchers

Noted by:

(Sgd.) ALMA MAE S. TORREMORO, Ph. D.

Research Adviser

(Sgd.) LOWE ANA MARIE L. TRANCE, Ph. D.

Research Professor
 61

Appendix D
Letter of Consent
 62

May 28, 2022

I understand that I am going to participate in the study entitled “Senior High

School Strand and Academic Performance of BSED Science Students in Biology”.
It is clear to me that my participation in this study is entirely voluntary, and no
one forcedme to do so. If I want, I may withdraw from the study anytime. If I decide to
continueparticipating, I will still be treated casually and customarily. I understand that I
will notbe given any amount or token for my participation.
I see no risks associated with this study. I know that all the data I will provide and
all myanswers to the items in the questionnaire will be kept with the utmost
confidentiality. However,since I am one among the many other respondents, my answers
will be collated with all theothers to produce a general conclusion to attain the objectives
of this study, without specificallymentioning each respondent’s details.
The study has been explained to me and I know that if I need to, I can contact Mr.
Fermin JR T. Galanza at 09465957661 anytime. Lastly, I have read and understood this
consentform and all my questions have been answered.

__________________________________ ________________
Respondent’s Signature over printed name Date

_________________________________ ________________
Witness’ Signature over printed name Date

_________________________________ _________________
Researcher’s Signature over printed name Date
 63

Appendix E
Research Instrument
 64

Table of Specifications
Biology 103 – Microbiology and Parasitology
1stSemester

Content No. of Items Cognitive Item Total Number

Level Distribution of items
Comprehension

A. Basic Terms 4 4 1-4 4

and Concepts in
Microbiology
B. Scientists in 11 11 5-15 11
Microbiology
C. Cell 20 20 16-35 20
D. Bacteria 9 9 36-44 9
E Phylogenetic 16 16 45- 60 16
Tree of Life
TOTAL 60 60 60 60

\
 65

Name (Optional): ____________________________________________

Senior High School Strand: _____________________________________

BIOLOGY TEST

Multiple choice: Please read each question carefully and select the best answer.

1. Which of the following is considered the most unifying concept in biology?

A. Anatomy B. Evolution

C. Genetics D. Taxonomy

2. Which one of the following is shared by non-living matter as well as living

organisms?

A. Homeostasis B. Molecules

C. Reproduction D. Tissues

3. Which of the following is not studiedin microbiology?

A. Algae B. Animal behavior

C. Bacteria D. Fungi

4. Which of the following structures is the smallest?

A. Bacterium B. Hydrogen atom

C. Mitochondrion D. Viroid

5. Which of the following introduced gram staining?

A. Alfred Gram B. Christian Gram

C. Louis Pasteur D. Robert Cook

6. Who is the individual best remembered for bringing microbes to the world?

A. Antony Van Leeuenhoek B. Masaki Ogata

C. Robert Hooke D. Robert Koch

 66

7. Who was the inventor of the Petri dish?

A. A famous French cook B. Italian glass blower from Petri, Italy

C. R.J. Petri, an assistant of R. Koch D. None of the above

8. Who set up the five-kingdom system of classification?

A. Louis Pasteur B. Masaki Ogata

C. Robert Koch D. Robert Whittaker

9. Who set the foundation for the germ theory of disease?

A. Louis Pasteur B. Robert Koch

C. Ronald Ross D. Walter Reed

10. Which of the following individual has no contribution to cell theory?

A. Matthias Schleiden B. Robert Hooke

C. Rudolf Virchow D. Theodor Schwann

11. Who discovered the bacteria that cause cholera?

A. Louis Pasteur B. Pierre Berthelot

C. Robert Koch D. Rudolf Virchow

12. Who proposed the idea of selective toxicity?

A. Alexander Fleming B. Antony van Leeuwenhoek

C. Louis Pasteur D. Paul Ehrlich

13. Who first used the word cell?

A. Louis Pasteur B. Robert Hooke

C. Ronald Ross D. Theodor Schwann

14. Which of the following investigators lived at the same time?

A. Berg and Hooke B. Darwin and Woese

C. Koch and Pasteur D. Van Leeuenhoek and Ricketts

 67

15. Which of the following choices are Carl Woese and his colleague best known for?

A. The five-kingdom system B. The plant-animal system

C. The prokaryote-eukaryote system D. The three-domain system

16. What is considered the oldest eukaryotic organism?

A. Animals B. Archaea

C. Diplomonads like Giardia D. Fungi

17. What characteristics differentiate mycoplasmas from other prokaryotes?

A. Absence of cell wall itself B. Presence of chitin in cell walls

C. Presence of murrain in cell walls D. Presence of proteins in cell walls

18. Which of the following statement is not true about eukaryotic cells?

A. Chloroplasts and mitochondria contain 70S ribosomes

B. Chromosomes contain histones

C. Gas vacuoles are present

D. Nucleus is bounded by a nuclear membrane

19. Which of the following statement is not true about prokaryotic organisms?

A. Cell wall contains peptidoglycan as one of the major components

B. Chromosomes do not contain histones

C. Nucleus is not bounded by a nuclear membrane

D. 80S ribosomes are distributed in the cytoplasm

20. A newly discovered microscopic structure is hypothesized to be a living organism.

Which of the following lines of evidence would support the contention that this organism
may be alive?

A. It utilizes energy B. It contains DNA

C. It is made of a single cell D. All of these

21. Which of the following structure is absent in eukaryotic cells?

 68

A. Chloroplasts B. Golgi structure

C. Mesosome D. Mitochondria

22. Which of the following choices is not true about the cell theory?

A. All organisms are composed of one or more cells

B. Cells arise by division of preexisting cells

C. The cell is the most primitive form of life

D. The cell is the structural unit of life

23. Which of the following is not a feature of prokaryotes?

A. Locomotion B. Nitrogen fixation

C. Photosynthesis D. Sexual reproduction

24. Which of the following is/are included in Kingdom Prokaryotae?

A. Protozoa B. Bacteria

C. Fungi D. All of these

25. Which of the following may account for the small size of the cells?

A. The surface area/volume ratio B. The number of mRNAs produced by the nucleus

C. The rate of diffusion D. All of the above

26. What do the genetic and biochemical similarities between contemporary

cyanobacteria and eukaryotic chloroplasts mean?

A. Eukaryotes evolved from archaea

B. Eukaryotes evolved from bacteria

C. Cyanobacteria arose from chloroplasts that escaped from plant cells

D. Oxygenic photosynthesis first evolved in eukaryotes

27. Where did the eukaryotic cell organelles first emerge?

A. From a specialized lineage of cells within the kingdom Protista

B. Just before the origin of the animal and fungal kingdoms

 69

C. When bacteria made their first attempts at reproduction

D. When prokaryotes engulfed each other and became interdependent

28. Which of the following choices is included in the concept of prokaryotic

microorganism?

A. Protozoa B. Bacteria

C. Fungi D. All of these

29. Which of the following is not a basic property of cells?

A. Cells can respond to stimuli

B. Cells are capable of producing more of themselves

C. Cells have a genetic program and the means to use it

D. Cells have nuclei and mitochondria

30. Which of the following sequences helped in identifying eukaryotes, eubacteria, and
archaebacterial cell types?

A. Amino acid B. Shine-Dalgarno

C. Signal D. Signature

31. What is the composition of pseudo-peptidoglycan?

A. N-acetylmuramic acid and D-amino acids

B. N-acetylmuramic acid and L-amino acids

C. N-acetyltalosaminuronic acid and D-amino acids

D. N-acetyltalosaminuronic acid and L-amino acids

32. Which of the following choices are not considered eukaryotes?

A. Archaea B. Fungi

C. Humans D. Protozoa

33. What is the explanation provided in the endosymbiosis hypothesis?

A. Algae developed from protozoa B. Eukaryotes developed from prokaryotes

 70

C. Prokaryotes developed from eukaryotes D. Protozoa developed from algae

34. Which of the following is included in eukaryotic microorganisms?

A. Algae B. Protozoa

C. Fungi D. All of these

35. Which of the following structure is present in prokaryotic cells?

A. Chloroplasts B. Golgi structure

C. Mesosome D. Mitochondria

36. What are the phospholipids present in the cytoplasm membrane of the archaeo-
bacteria?

A. Polyisoprenoid branched chain lipids B. Phosphoglycerides

C. Polyisoprenoid D. None of the above

37. What are the phospholipids that are mostly present in the cytoplasm membrane of
eubacteria?

A. Phosphoglycerides B. Phospholipoprotein

C. Polyisoprenoid D. None of these

38. What is the unique feature of the archaea that distinguishes them from the bacteria?

A. Absence of a nuclear membranetemperature

B. Cytoplasmic ribosomes that are the 70S

C. Habitats which are extreme environments with acidity

D. Presence of a cell wall containing a characteristic outer membrane

39. Which of the following is the subdivision of various bacterial species?

A. Subspecies B. Biovarieties

C. Serovarieties D. All of these

40. What are the mycoplasmas, rickettsiae, and chlamydiae?

A. Forms of viruses B. Small bacteria

 71

C. Species of protozoa D. Types of fungi

41. Which membranes of the following domains are chemically the most similar?

A. Archaea and Bacteria B. Bacteria and Eukarya

C. Eukarya and Archaea D. Membranes of all three domains are chemically identical

42. Which of the following microorganisms is classified as a member of archaebacteria?

A. Cyanobacteria B. Methanobacteria

C. Mycoplasma D. Trichomonads

43. In the three-domain system of classification, where are the traditional bacteria placed?

A. Archaea B. Eubacteria

C. Eukarya D. None of these

44. What are blue-green bacteria called?

A. Acquaobacteria B. Cyanobacteria

C. Protozoa D. None of the above

45. Which of the following type of information is used to determine the evolutionary
relationships between groups of organisms?

A. Comparisons of structural features B. Comparisons of biochemical pathways

C. Comparisons of nucleotide sequences D. All of the above

46. Which of the following are the primary differences between cilia and flagella?

A. Arrangement of microtubules B. How the microtubules are fused

C. Length and location of basal bodies D. Number, length, and direction of force

47. Which of the following membranes of free-living organisms don’t have

phospholipid bilayers?

A. Archaea B. Bacteria

C. Fungi D. Protozoa
 72

48. Which of the following is a characteristic unique to the ciliates?

A. Both (a) and (b) B. Possess a light-detecting eyespot

C. Presence of both a macronucleus and several micronuclei D. Both (a) and (b)

49. What do the binomial name of a microbe composed of?

A. Its genus and species names B. Its genus name and a species modifier

C. It’s family and class names D. Its kingdom and genus names

50. Which of the following best represents the hierarchy of levels of biological
classification?

A. Class, order, kingdom, phylum, family, genus, species

B. Kingdom, phylum, class, order, family, genus, species

C. Kingdom, phylum, family, class, order, genus, species

D. Phylum, kingdom, class, order, genus, species, family

51. Which of the following choices do the three-domain version of life on earth is based
on?

A. Characteristics of the cell wall B. Metabolic traits

C. Morphological traits D. Nucleic acid sequence data

52. What is the composition of most microbial structures and enzymes?

A. Carbohydrates B. Lipids

C. Lipids and carbohydrates D. Proteins

53. What microorganisms are found in the five-kingdom concept (Whittaker's

classification)?

A. Protista B. Fungi

C. Monera D. All of these

54. What is the first organism in most natural food chains?

 73

A. Decomposer B. Herbivore

C. Carnivorous D. Photosynthetic

55. Which of the following choices is included in the third kingdom, Protista, as
suggested by E.H. Haeckel?

A. Algae B. Bacteria

C. Fungi D. All of these

56. One of the reasons for the evolutionary success of the kingdom Monera is that its
members are nutritionally diverse. Which of the following(s) is/are the way(s) of
obtaining energy?

A. Chemoheterotrophy B. Photoautotrophy

C. Photoheterotrophy D. All of the above

57. Which of the following is not found in the kingdom Monera?

A. Ability to reproduce B. Ability to use energy

C. Organelles D. Organized cell structure

58. Which of the following is the most primitive microorganism?

A. Archaeon B. Eukaryote

C. Prokaryote D. Virus

59. What are the characteristics of protein synthesis in both the archaea and eukarya?

A. Proteins are synthesized from D-, rather than L-, isomers of amino acids

B. The initiator tRNA is charged with N-formyl-methionine

C. Transcription and translation are coupled

D. Translation is inhibited by the diphtheria toxin

60. Which of the following is not included in Archaea?

A. Cyanobacteria B. Halophiles

C. Methanogens D. Thermoacidophiles
 74

For more information you may contact the researchers on the following:

Facebook: Fermin JR T. Galanza

Phone: 09465957661

Email: ferminjr.trio.galanza@gmail.com
 75

APPENDIX F

Certificate from Statistician

 76

CERTIFICATION

This is to certify that this research study entitled “SENIOR HIGH SCHOOL STRAND AND
ACADEMIC PERFORMANCE OF BSED SCIENCE STUDENTS IN BIOLOGY” prepared and submitted
by Fermin JR T. Galanza, Jewel Mae P. Huervana and Angelica Tejada in partial fulfillment for the
degree of Bachelor of Secondary Education major in Science has been statistically reviewed by
the undersigned.

VICTOR MICHAEL C. BOLAÑO

Statistician/Teacher III
Buenavista National High School
 77

APPENDIX G

Certificate from Grammarian

 78

CERTIFICATION

This is to certify that the undersigned has reviewed and went through all the pages
of the Research Study Manuscript entitled “Senior High School Strand and Academic
Performance of BSED Science Students in Biology” conducted by the following:

1. Fermin JR T. Galanza

2. Jewel Mae P. Huervana

3. Angelica B. Tejada

The study is aligned with the set of structural rules that govern the composition of
sentences, phrases, and words in the English language.

AISA G. TARRAZONA, MEd

English

Grammarian
 79

APPENDIX H
Evidence
 80

A screenshot of the conduct and test results of the microbiology exam of Bsed Science 3-
A through google forms.

A photo of researchers going for research checking and letter signing for the
conduct of the study.
 81

APPENDIX I

Researcher’s Curriculum Vitae

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CURRICULUM VITAE

FERMIN JR T. GALANZA
Brgy. San Pedro, Buenavista, Guimaras
+639465957661
ferminjr.trio.galanza@gmail.com

PERSONAL DATA
Age : 21
Birthdate : October 5, 2000
Gender : Male
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Fermin Galanza (Deceased)
Occupation :
Mother’s Name : Cherel T. Galanza
Occupation : Housekeeping

EDUCATIONAL BACKGROUND
Primary : Supang Central School
Secondary : Supang National High School
Tertiary : Iloilo Science and Technology University
Bachelor of Secondary Education major in Science
 83

JEWEL MAE P. HUERVANA

Brgy. BuntatalaJaro, Iloilo City
+639462338996
jewelmaehuervana@gmail.com

PERSONAL DATA
Age : 21
Birthdate : November 23, 2000
Gender : Female
Civil Status : Single
Religion : Jehovah’s Witnesses
Citizenship : Filipino
Father’s Name : Joel Huervana
Occupation :
Mother’s Name : Eleanor Huervana (Deceased)
Occupation : Housekeeping

EDUCATIONAL BACKGROUND
Primary : Buntatala-Tagbac Elementary School
Secondary : Buntatala National High School
Tertiary : Iloilo Science and Technology University
Bachelor of Secondary Education major in Science
 84

ANGELICA B. TEJADA
Brgy. Tagbac Jaro Iloilo City
+639706455864
angelicatejada693@gmail.com

PERSONAL DATA
Age : 22
Birthdate : November 23, 2000
Gender : Female
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Father’s Name : Angelito Tejada
Occupation : Driver
Mother’s Name : Anastacia Tejada
Occupation : Housekeeping

EDUCATIONAL BACKGROUND
Primary : Buntatala-Tagbac Elementary School
Secondary : Buntatala National High School
Tertiary : Iloilo Science and Technology University
Bachelor of Secondary Education major in Science