REVISED Group 4 - Academic Productivity of Senior High School Students (LEGIT FINAL MANUSCRIPT)

University of Perpetual Help System Laguna - JONELTA
Senior High School Department
ACADEMIC PRODUCTIVITY OF SENIOR HIGH SCHOOL STUDENTS
A Thesis
Presented To
The Faculty of the Senior High School
University of Perpetual Help System Laguna
Sto. Niño Biñan City, Laguna
In Partial Fulfillment
Of the Requirements for the Subject
Practical Research 2
By
Jhorie Claire P. Aculan

Kassandra Clare T. Delos Reyes
Hiro H. Hilario
Yidah Hannah T. Jallorina
Ruby Rose L. Santiago
Kathleen Nicole C. Souza
Kristine Cielo M. Tenido
Hannah Mishaila D. Tupaz
May 2022
i
RECOMMENDATION FOR ORAL EXAMINATION
This thesis entitled “Academic Productivity of Senior High School Students”

prepared and submitted by Jhorie Claire P. Aculan, Kassandra Clare T. Delos Reyes,
Hiro H. Hilario, Yidah Hannah T. Jallorina, Ruby Rose L. Santiago, Kathleen Nicole
C. Souza, Kristine Cielo M. Tenido, Hannah Mishaila D. Tupaz, in partial fulfillment
of the requirements for the subject Practical Research 2 and Inquiries, Investigations
and Immersion has been examined and is recommended for Oral Examination.
_____________________________
Rowena R. Contillo, PhD
Adviser
APPROVAL BY THE PANEL OF EXAMINERS

Approved by the panel on Oral Examination with the grade of __________
(Meritissimus, Benemeritus, Meritus, Probatus)
Thesis Committee:
______________________________
Celestina C. Almenanza, MAEd
Chairman
_______________________________ _________________________
Michael Angelo B. Del Rosario, LPT Marilou C. Urbina, DBA
Member Member
FINAL APPROVAL
Accepted and approved in partial fulfillment of the requirements for the subject
Practical Research 2 and Inquiries, Investigations and Immersion.
___________________________
Veronica C. Samson, MAEd
Director, Senior High School
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ACKNOWLEDGEMENT
The completion of this scholarly endeavor will not reach the realms of possibility
without the divine guidance and provision of Heavenly Father, the fountainhead of
knowledge and wisdom, to Him the researcher wishes to return all the glory. Also, gratitude
is extended to the following persons whose invaluable contributions are implanted on the
pages of this manuscript.
Dr. Rowena R. Contillo, the adviser, for mentoring, trusting, and inspiring the
researchers.
Ms. Celestina C. Almenanza, Mr. Michael Angelo B. Del Rosario, and Dr.
Marilou C. Urbina, the eminent members of the oral examination committee, for their
constructive criticisms and recommendations as well as their meticulous evaluation and
assistance in the statistical analysis for the improvement of the study.
Mrs. Veronica C. Samson, the Senior High School Director and the researchers’
superior, for her consideration, understanding, and support during the busiest days of
completing this manuscript; and
The respondents of the study, for their time and cooperation that made the
procurement of data possible.
The Researchers
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DEDICATION
We, the researchers, would like to dedicate this paper to our beloved friends and
families, since it was their love and support that motivated us to put in the effort necessary
to finish this thesis.
We would also like to dedicate this research to future ABM students and
researchers, as we hope that the research that we've conducted will help them in their
attempts and broaden their knowledge of this topic.
We would like to dedicate this research to School Administration and Teachers,
as we hope this study that we conducted will help to create a better learning environment
and teaching styles for students.
Lastly, we, the researchers, dedicate this paper to ourselves, for all the hard work
that we exerted and hardship that we experienced while making this research, make this
paper worthwhile to finish.
The Researchers
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THESIS ABSTRACT
Title: Academic Productivity of Senior High School Students
Authors: Jhorie Claire P. Aculan, Kassandra Clare T. Delos Reyes, Hiro H.

Hilario, Yidah Hannah T. Jallorina, Ruby Rose L. Santiago, Kathleen
Nicole C. Souza, Kristine Cielo M. Tenido, Hannah Mishaila D. Tupaz
Curriculum: Senior High School
School: University of Perpetual Help System Laguna- JONELTA, Biñan

Campus
Academic Year: 2022-2023
Adviser: Rowena R. Contillo, PhD
No. of Pages: 68
Academic productivity is the depth of a student’s performance and academic

achievements. This includes their skills in managing their schedule, capacity to multitask, and
overall approach to academic performance. Employing quantitative non-experimental
descriptive research design, this study aimed to measure the level of academic productivity of
Senior High School students in University of Perpetual Help System Laguna - JONELTA.
Specifically, it answered the following sub-questions: (1) What is the profile of the
respondents in terms of gender, grade level, strand, class schedule and daily allowance? (2)
What is the level of academic productivity of the respondents? (3) Is there a significant
difference in the respondents’ academic productivity when grouped according to their profile?
Based on the results of the study, the following conclusions were drawn: (1) Majority
of the respondents are female Grade 12 STEM students from morning shift with a daily
allowance of Php 101.00 – Php 150.00. (2) Majority of the respondents are highly productive.
(3) Female senior high school students have a higher level of academic productivity than males.
(4) Regardless of grade level, strand, class schedule and daily allowance, the level of academic
productivity of senior high school students does not differ.
Keywords: Academic Productivity, Students’ Performance, Academic Performance,

Academic Achievements, Senior High School Student
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TABLE OF CONTENTS
Title Page i
Recommendation for Oral Examination ii
Approval Sheet ii
Acknowledgement iii
Dedication iv
Thesis Abstract v
Table of Contents vi
List of Tables viii
List of Figures viii
Chapter Page
1 THE PROBLEM AND ITS SETTING
Introduction 1
Theoretical/Conceptual Framework 4
Operational Framework 7
Statement of the Problem 8
Assumptions of the Study 8
Scope and Delimitation 9
Significance of the Study 9
Definition of Terms 10
2 REVIEW OF RELATED LITERATURE

Academic Productivity 13
Importance of Academic Productivity 14
Problems of Academic Productivity 15
Gender in Academic Productivity 17
Class Shift in Academic Productivity 18
Strand in Academic Productivity 19
Theory of Educational Productivity 21
Synthesis of the Reviewed Related Literature 23
Gaps Bridged by the Present Study 26
3 RESEARCH METHODOLOGY
Research Design 27
Sources of Data 27
Population of the Study 27
Instrumentation and Validation 28
Evaluation and Scoring 29
Data Gathering Procedure 29
Treatment and Analysis of Data 30
Ethical Consideration 30
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4 RESULTS AND DISCUSSION 31
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE

DIRECTIONS
Summary of Findings 38
Conclusions 40
Future Directions 40
REFERENCES 42
APPENDICES
Appendix A: Letter to the Senior High School Director 47
Appendix B: Research Instrument 48
Appendix C: Editor’s and Statistician’s Certification 51
Appendix D: Turnitin Certification 52
Appendix E: Curriculum Vitae 54
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LIST OF TABLES
Table Page
1 Respondents’ Demographic Profile 31

2 Respondents’ Level of Academic Productivity 32
3 Difference in the Level of Academic Productivity When 35
Grouped According to Profile Variables
LIST OF FIGURES
Figure Page
1 Model of Theoretical Framework 6
2 Operational model showing the relationship among variables 7
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Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Every student does not have the same level of productivity as others. Academic
productivity refers to an individual's academic journey's progress and steady improvement
(Academic Gates, 2021). Academic productivity also includes the capacity to prioritize,
time management skills, and overall contribution to academic performance (Lastiri, 2022).
According to Imtiaz (2019), a student's ability to "be productive" or "be efficient" is a
student's fundamental trait. It implies that pupils must be the most productive to achieve
their objectives. A productive student is efficient enough to take on obstacles and complete
the task that will make them accomplish and reach their goals.
Academic productivity also has a moral commitment underpinning, where students
work more effectively and efficiently to achieve their best outcome. It also develops
students’ regular routine or study habits and sense of responsibility. According to Lastiri
(2022), academic productivity aims to identify the efforts and the ability of the student to
do well in their schoolwork. This kind of productivity is determined as the amount of effort
that is put into achieving high academic scores. There are three words that make up
productivity as a student: focus, plan and preside. With academic productivity in mind,
students will focus or concentrate and will not be bothered by any distractions. They will
also make a plan. For example, a timetable as to when they are supposed to achieve their
goals. Students will also preside which focuses on control and discipline on time and
schedule (Favour, 2017).
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Gender refers to the socially constructed characteristics of women, men, girls, and
boys. This includes the norms, behaviors, and roles associated with being a woman, man,
girl, or boy, as well as interpersonal relationships. Gender, as a social construct, differs
from society to society and can change over time (World Health Organization, 2022). In
accordance with Parajuli (2017), Gender differences between males and females are
socially constructed. Scholars, policymakers, and practitioners have all observed and
appear to agree on socially constructed differences between people in their daily lives.
According to Smith (2016), Female students, for example, were more positive
about the school as an institution than male students. They felt the school staff had high
expectations for them, rewarded good grades and progress, and cared about their academic
achievement. However, their responses to how they felt at school were quite different.
Approximately 24% of female students reported feeling worried at school, compared to
only 16.5% of boys; approximately 24% of female students reported feeling like they did
not "belong" at school, compared to only 8.8% of boys. Furthermore, nearly 20% of female
students disagreed that their school was a place where "my teachers know me well,"
compared to 12% of male students. Unfortunately, the responses of our participants do not
improve as they advance in school. The negative responses were not only sustained but, in
some cases, increased, when these questions were repeated in additional annual sweeps.
According to Salata (2021), when it comes to academic output, college students can
be productive and retain higher GPAs in the spring when things are generally better and
the weather is looking good. On the other hand, high school students also feel most
productive during the spring semester. The majority of students also had higher results on
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exams and homework in the spring (Leibow, 2016). warmer climate, there are typically
better success rates and performance at school. According to Peaton and Ordway (2016),
over the course of a school day, students between the ages of 8 and 15 are more likely to
perform better on standardized tests. In contrast, a study conducted by researchers at the
University of California (2011), Davis found that college freshmen's grades typically do
not perform better when they take exams because of certain subjects like computer science
and chemistry.
The academic track is the path that senior high school students take to further their
knowledge and continue their studies and chosen careers in college. Accountancy,
business, and management (ABM) Science, technology, engineering, and mathematics
(STEM), Humanities and Social Sciences (HUMMS) are the strands under the academic
track that a student can choose and take (CIIT Philippines, 2020). Furthermore, a strand is
an area of study under an academic track that senior high school students should take in
order to prepare for their desired careers in the future (CIIT Philippines, 2022). According
to the research of Magnaye (2020), it was stated that the academic performance of students
that take and studies Accountancy, business, and management (ABM) has higher academic
performance than the other different programs.
As expressed in Top Hot (2022), a class schedule is a list of the classes that a student
will be taking during a given term. It usually covers everything that the student will be
learning each week. It specifies when and on what days of the week each course will be
offered. Students who take English classes in the morning outperform those who take them
in the afternoon academically and on standardized tests. Morning classes for specific
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subjects should be considered because the difference is significant. It may assist students
in developing skills and achieving long-term academic success (Liftoff, 2017). Agreeing
to Pope (2020), In the morning, students learn more than in the afternoon. Rearranging
school schedules can help students perform better academically. A student's GPA increases
by 0.072 and 0.032 (0.006) when they take a morning math or English class instead of an
afternoon class.
For students, academic productivity is the depth of a student’s performance and
academic achievements. This includes their skills in managing their schedule, capacity to
multitask, and overall approach to academic performance. Thus, this study aimed to
measure the level of academic productivity of senior high school students. It dealt with the
significant difference in the respondents’ academic productivity when they are grouped
according to their profile. The researchers hope to provide new observations and insights
relating to the study, which will identify the student’s level of academic productivity.
Hence, this study may serve as a guide to future researchers who would conduct further
studies and explore this field of inquiry.
Theoretical Framework
The theoretical underpinning of this study was anchored on the Theory of Educational
Productivity by Herbert J. Walberg (1981). This theory examines the factors that determine
a student's academic performance in relation to influences on learning. This aims to justify
student performance knowing the conditions and variables that affect it because it can
provide hints as to why a pupil is not performing to their maximum potential. The Theory
of Educational Productivity also pinpoints the things that influence a student's academic
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performance or academic attainment. This theory will be applicable when it needs the four
fundamentals of this theory which are the pillars or elements including aptitude,
instruction, environment and learning according to the theory of educational productivity
and teaching that will help to support the theory in order to understand students'
performance.
According to Exploring Your Mind (2021), parental commitment is also one of the
fundamental elements of this theory. The parents of the students who attend meetings and
are interested in assisting their children are a valuable source of support. Additionally, it
was also stated that educators must also provide positive comments to their students as they
have an impact too in their students. Furthermore, in the research of Briones et al. (2021),
Giving moral support and motivation is what a parent should offer to their children. To
keep the students more active and motivated in academics is to present more engaging
lessons and by allowing them, students, to express themselves is the best action (Gonzales,
2021).
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Figure 1 shows the model of Walberg’s Educational Productivity Theory. According
to Helbert J. Walberg (1981), there are four fundamental elements that can explain the
performance of a student. The first element which is aptitude, or the characteristics can be
defined as the ability of an individual to perform sufficiently in academics. The variables,
gender and grade level are classified into this element since it describes the profile of the
student. Aptitude has three branches which are ability, development, and motivation.
Quantity and quality are under the second element, instruction. These two can help the
student to learn and understand the topics. Another element in this theory is the
psychological environment. This is the setting or place where the student reviews and does
performance tasks. In this element, noise, gadgets and distractions are included here. The
other variables which are strand and schedule would fit in this element because it is
considered as a factor in affecting productivity. The last element is learning that concludes
affective, behavioral and cognitive. Learning would be the outcome of all these three
elements. This is the result and achievement of the student. This theory tackles the factors
that affect the productivity of one’s student.
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Operational Framework
The operational framework of this study was anchored on the Theory of
Educational Productivity by Herbert J. Walberg (1981) which explains the factors that
influence the learning performance of the students. It provided reasons why students are
not performing well academically. Walberg used a variety of methods to identify the
conditions and variables that influence student’s attainment. Thus, this study used the
aspects and factors mentioned by Walberg (1981) in his theory to measure the academic
performance of Senior High School students.
Independent Variable Dependent Variable
Senior High Students Profile of the

Respondents Level of Academic
Productivity
• Gender
• Grade level
• Strand
• Schedule
• Daily Allowance
Figure 2. Operational model showing the relationship among variables.
Figure 2 represents the operational model that illustrates the link between the variables.
To begin, the profile of a Senior High Student was described in terms of gender, grade
level, subject area, and schedule. Following this, a measurement of the dependent variable
was given in terms of the level of academic productivity. Meanwhile, the researchers
concluded by determining the difference in the respondents’ academic productivity when
grouped according to their profile.
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Statement of the Problem
This study aimed to measure the academic productivity of senior high school students.
Specifically, it answered the following questions:
1. What is the profile of the respondents in terms of:
1.1 gender;
1.2 grade level;
1.3 strand;
1.4 class schedule; and
1.5 daily allowance?
2. What is the level of academic productivity of the respondents?
3. Is there a significant difference in the respondents’ academic productivity when
grouped according to their profile?
Assumption of the Study
The researchers based this study on the following assumptions:
1. Academic productivity among students varies at an individual level.
2. There are several factors affecting students’ academic productivity.
3. The respondents will answer the survey questionnaire honestly.
Scope and Delimitation

This research focused on measuring the level of academic productivity of senior
high school students. The respondents' profile was limited to gender, grade level, strand,
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schedule, and daily allowance. The respondents covered the level of academic productivity
according to their profile.
The respondents of this study consisted of 320 students of Senior High School in
University of Perpetual Help System of Laguna- JONELTA. The period of the study was
within the duration of the Academic Year 2022-2023
Significance of the Study
The findings of this study would be beneficial to the following:
From this study, students could have knowledge on how to properly manage their
school academic productivity and be able to maintain their time management efficiently.
This would give ideas to the parents on how they will help and guide their children
to have proper time management in such a way that it could motivate their children to
improve themselves and be academically productive.
This would help the teachers to better understand the advantage of taking into
consideration the length of time they have to spend in discussions, activities, and the like.
The information provided would help the local government to determine the
variables on what affects student academic productivity. This would make them make
faster solutions to provide support.
The school administrators would take into consideration the schedule that they
will prepare for the students. This is to ensure that they are given not only ample time to
study but also enough time to rest. This could also be a way for students to not be saturated
with their school activities.
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The researchers would also be motivated to maintain a positive attitude towards
their studies and will always have proper time management to further improve their
academic productivity.
The findings of this study would benefit future researchers to foster their
understanding in relation to the topic and eventually consider other variables not included
in the present study.
Definition of Terms
The following terms used in this study were defined conceptually and operationally:
Academic is pertaining to, related to, or associated with an academy or school, particularly
one of higher learning (Merriam-Webster Dictionary, 2022). In this study, this will be
considered as the topic that is related to the productivity of the students.
Productivity is the level or state of productivity (Merriam-Webster Dictionary, 2022). In
this study, it refers to the students' schedule or amount of work.
Academic Productivity is the amount of work completed by a person or group in a given
amount of time (College-Marker Blog, 2021). In this study, academic productivity is the
variable that the researchers measure.
Senior High School is a school usually including grades 10 to 12 (Merriam-Webster
Dictionary, 2022). In this study, this refers to the specific respondents of our research
paper.
Student is an individual who is formally engaged in learning, particularly one who is
enrolled in a school or college (IGI Global, 2022). The researchers used this as the
respondents that will measure academic productivity.
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Gender is a category within a grammatical class of a language that is partly arbitrary but
also partly based on distinguishable characteristics and determines agreement with and
selection of other words or grammatical forms (Merriam-Webster Dictionary, 2022). The
researchers used this on what are the differences between males and females when it comes
to their academic productivity.
Achievement is a result gained by effort (Merriam-Webster Dictionary, 2022). In this
study, this pertains to the thing as a reward or accomplishment that is claimed by the
students in terms of their excellency in academic productivity.
Instruction is the action, practice, or profession of teaching (Merriam-Webster Dictionary,
2022). This term refers to the second element that can explain the students' productivity.
Learning is the knowledge or skill acquired by instruction or study (Merriam-Webster
Dictionary, 2022). The researchers used this because this would be the outcome of all these
three elements.
Schedule is a procedure plan that indicates the time and sequence of each operation
(Merriam-Webster Dictionary, 2022). This term refers to the thing that the respondents
should plan and maintain.
Grade Level refers to a child's grade level and the expectations for students in that grade
level (Mrs. D's Corner, 2022). The researchers used this to specify the respondents that will
be measured in terms of their academic productivity.
Strand is an area that groups related general and specific learning outcomes or
achievement goals and objectives within a specific learning area or discipline (International
11
Bureau of Education, 2016). This term is used to differentiate every strand in senior high
school in order to identify their levels of academic productivity.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents the relevant literature that strengthens and validates the
specifics of this study. The researchers anchored their comprehensive study to various
perspectives to present a thorough treatment of the problem. Concept, findings, theories,
and notions, from scholarly researches and articles related to the Senior High School
students’ academic productivity, are presented which may later on be improved and refuted
by the additional and new knowledge that this study provided. This chapter also provides
the synthesis of the reviewed related literature and gaps to be bridged by the present study.
Academic Productivity
Academic productivity refers to students' efficient and effective learning habits.
Academically productive students adopt and develop habits that maximize their learning.
Each subject has identified high-return-on-investment tasks that contribute to high levels
of academic productivity (High Crest Academy, 2022). Academic productivity is
determined by a combination of internal and external factors such as motivation,
knowledge, and skill (Karadag 2018).
Academic productivity is the progression and growth that results from one's
academic journey. Every coin has two sides, and academic performance is no exception.
Academic excellence is defined as a high level of natural intelligence, mental ability, and
academic excellence. It could also mean a lot of perseverance and hard work. Academic
performance in elementary, secondary, or tertiary school may have an impact on
advancement to the next level of education (Johanson, 2021).
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According to Lastiri (2022), students' efforts and ability to perform well in school
are referred to as productivity. This includes their ability to manage time, prioritize tasks,
and contribute to academic success. Whether they are in high school, college, or graduate
school, it is critical to look for ways to be productive in their studies.
Importance of Academic Productivity

The productivity of one’s students starts with how they motivate themselves to start the
tasks. Motivation is essential for academic productivity since it leads an individual to the
beginning of their work. Without it, the student will have no energy to be productive.
Planning is also an essential tool for students because it helps them organize what they
have to finish. The key to increasing productivity is to make sure that their goals are
realistic. This will help the students have direct and achievable plans. Having a routine
makes it easier for a student to get up and start studying. An additional factor would be
having a positive workspace that helps to save time if the student needs to look for
something that he or she may need. It also serves as motivation and helps the mind think
clearly. Time management helps students track the tasks that are given to them and how
they will finish them on time (Imtiaz, 2019).
Educational productivity is the amount of effort put in to achieve high academic
results (Lastiri, 2022), This will lead students to get high grades and be included on the
honor list, which will lead to them receiving a medal and certificate. Education opens the
way to opportunities that provide them with a higher quality of life (Thomas, 2021).
Academic productivity is about promoting and producing knowledge (Karadag, 2018). It
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is linked to doing research, being motivated and knowledgeable, time management, and
bonding with classmates.
According to Hanushek and Ettema (2017), the goal of a senior high school student
is to prepare for college and their future career. With productivity, it can help them choose
the course that they want to take in the future. Also, the students’ skills in academics can
be helpful to them when they are already in college.
Problems of Academic Productivity
One of the primary reasons students are unproductive is a lack of organization. The
act of planning, coordinating, and arranging is known as organization. Students do not
usually plan their days. Students face a lack of time and a mountain of tasks to complete
when their days are disorganized. This frequently results in incomplete assignments,
haphazardly completed projects, and low productivity. Another factor influencing student
productivity is that small, handy device—the mobile. The use of mobile phones and the
easy availability of the internet on these mobile devices pose a serious threat to students. It
is well known that using mobile devices reduces not only students' but also working
professionals' and adults' attention spans. The time spent on devices consumes time that
could have been spent on productive work. When a notification message appears on their
mobile phone, students are frequently distracted (Borkala, 2021).
According to Johanson (2021), the living situation of a person can have an impact
on their academic productivity. People who live in places like The Landing or other student
housing typically live in environments designed specifically for students. These could
include strict noise rules, as well as curfew, study rooms, computer access, and a variety
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of other resources. This type of environment may encourage good academic productivity.
People who live in homes with a large number of people or who share living spaces with a
large number of people may find it difficult to be academically productive. They may be
prone to high noise levels, resulting in decreased concentration, they may struggle with
resource access, or they may be more prone to distraction. People's attention spans vary,
but there is likely to be a difference in academic performance between someone who
studied in complete silence and someone who studied with a crying baby in the next room.
According to How Social Media Affects Student Productivity (2020), it is
reasonable to expect students' grades to suffer if they spend more time on social media than
on their studies. When they combine a lack of effort with an inability to focus, students
tend to procrastinate. As attention spans shorten, long-term focus tasks become more
difficult. This also relates to the concept of delayed gratification; Learners must be patient
in studying the materials and taking the exam before being rewarded or punished based on
their score. Everything is instantaneous on social media. Replies, comments, likes, points
of view, and so on and there is no way to avoid the constant stream of information unless
you leave the site or log out. It can be difficult to disconnect.
According to Paladino (2021) during a typical school year, the average student is
stressed about completing assignments, participating in sports, taking tests, getting enough
sleep, and managing his or her time in general. This year, however, students' minds have
been overwhelmed by new stressors: staying focused during online classes and managing
at-home learning. Because of the steps taken to halt the spread of COVID-19, the concept
of education has been completely transformed. In previous years, school served as an
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important social experience. Students would congregate in the hallways, eat lunch together,
and crowd around library tables to do homework. Even sitting at the same table is now
forbidden.
Students have also reported a significant decrease in productivity while attending
an online school day. This comes as no surprise. Staring at a computer screen for at least
six hours a day can strain a person's concentration. It becomes difficult to look at a screen
and pay attention to remote classes after a while. It is impossible to replicate a regular
school day online, especially since half of the students are in-person students and the other
half are subject to remote learning. Testing has also become more difficult with online
alternatives. Schoology is the primary testing option at LHS, but it has its own set of
challenges: there is never enough space to finish problems, and students must click a "back"
button rather than erase mistakes. It is also difficult to go back through certain online
platforms because once a question is submitted, the user cannot go back and correct his
response.
Although most students are attempting to make the most of their unique academic
situation, entering the building can also be difficult. There has been a lot of change in the
building, and there have been few in-person extracurricular activities until recently.
Gender in Academic Productivity
According to Staniscuaski et al. (2021) Men hold the majority of the highest
positions in institutional hierarchies. Serving it as the gatekeepers who assess performance
which contributes to the persistence of the masculine perspective. Demonstrating how
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gender equality in science is still a long way off despite their best efforts, academic
environments consistently discriminate against women due to patterns and attitudes. In
science, women are less likely to receive high-status honors and posts (Lunneman et al.,
2020). The similar situation was seen in academia, when a study of American and European
scientists revealed that female scientists experienced disproportionately negative effects on
their time spent conducting research (Myers. Et al., 2020) .
According to Eliacik et al. (2021) academic productivity behavior toward women's
education began to alter in the early 20th century. Even though there are more women
pursuing bachelor's degrees at universities when compared to earlier times, the proportion
of women is still notably low. The evaluation of gender disparities in academic productivity
and advancement results only 24.4% of full professors were female out of 702 faculty
members compared to men that have a higher number of publications Simon et al. (2019).
According to Chiam et al. (2020) a longer academic career is linked to both the higher
scholarly output and higher academic productivity status that are associated with male
compared to females.
Class Shift in Academic Productivity
According to the research of Boctuan and et al. (2019), Class shifting, or class
scheduling is hugely favorable to students as this allows them to do their assignments at
home, review for their examinations, and pass their tasks on time. Additionally, Improving
the exam schedule could indeed increase overall performance by up to 0.02 standard
deviations (Goulas, 2020).
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There is not really a best time of the day to study for students as all is good for
studying. While other students prefer to study later in the evening or at night, some prefer
to study in the mornings. However, many individuals believe that learning in the morning
is the best time as they believe that their brain is much sharper after a good night's sleep
and breakfast (PSB Academy, 2020). Additionally, studying in the afternoon is beneficial
too as this helps the learner combine and process new information that has been obtained
while studying. Learning at night is highly recommended as this can help the learners
especially if they have a noisy environment and prefer a quiet environment to concentrate
better (London School of Business and finance, 2021).
A lot of school districts have considered modifying teaching time and have
implemented or conducted experiments with various scheduling methods, such as a
traditional block, A/B block, mixed block, and traditional periods (Childers, 2018).
Strand in Academic Productivity
Academic Strand and Track allows Senior High School students to specialize based
on their skills, interests, and school capability. Accountancy, Business, and Management
(ABM), Science, Technology, Engineering, and Mathematics (STEM), Humanities and
Social Sciences (HUMSS), and General Academic Strand are the four academic strands in
the Philippines (GAS). Learners can select from these strands (Villas, 2019). However, at
Senior High School, students can choose from various tracks such as Technical-
Vocational-Livelihood (TVL), Arts and Design, and Sports Track. Each strand and track
offer programs or courses for professional choices and travels, and topic challenges in
19
terms of academic production may vary either differently or similarly depending on
specialization (Cueva, 2022).
The ABM strand focuses on the business sector, finance, operations, and
accounting. According to Pimentel (2020), understanding how to manage time
academically is vital in the ABM learner's academic achievements and productivity since
it will assist in progressing their professional success in the business industry. According
to Eleazar et al. (2018), because time is immeasurable and unpredictable, efficient time
management is to be obtained by carefully coordinating academic obligations with other
activities while maintaining effective functionality. It is one of the most important
principles in work assignments, improving outcomes, and creating objectives.
As the STEM strand concentrates on biology, engineering, computer studies, and
mathematics-related courses, Casinillo and Aure (2018) found that the learner's average
grade in Basic Calculus is close to 79.82 and 82.70% in Pre-Calculus in their econometric
evidence research among STEM students. Inferring that the learner's production is
restricted by their capabilities, resulting in poor performance and pupils becoming
incompetent. HUMSS, on the other hand, is concerned with social sciences. Mula et al.
(2020) in his study among Grade 12 - HUMSS students at Bestlink College of the
Philippines, discovered that learners on the said strand have difficulty publicly speaking in
the English language as courses in this strand include public speaking such as a persuasive
address, reports, speech, and mass communication.
It was asserted that learners in the GAS strand are subjected to societal implications,
which impacts their academic achievement. Mula begs to differ with the notion that kids
20
in the GAS strand are indecisive and hesitant in life (Mula, 2018). Students may have
several interests that cannot be accommodated in a single course. Schools provide these
four academic strands, with other tracks such as TVL, Arts and Design, and Sports Track
being inaccessible among Senior High School schools. According to Bacit and Nimo's
(2019) research, pupils in these courses perform apathetically owing to a lack of resources
and support from families. Thus, compromising for the bare minimum of academic
achievement norms.
Theory of Educational Productivity
Walberg's theory of Educational Productivity tackles understanding student
performance, and Walberg developed a hypothesis. They are aware of the elements and
circumstances that influence it, as they indicate why a student is not attaining their
maximum potential. Therefore, their grades do not reflect their ability (Exploring your
Mind, 2021). Many students have adopted the habit of procrastination, which has
negatively affected their academic performance (Alih et al., 2021). In addition, education
is one of the important aspects of a human as the student builds their foundation. With the
use of academic performance, students can measure their achievements in every academic
subject (Briones et al., 2021)
According to Almerino et al,. (2020) that the performance of learners is a strong
indicator of the success of an educational program's application. Each student's academic
success is influenced by a different combination of factors, including the level of
socialization, motivation, topic knowledge, research ability (both fundamental and
advanced), number of active projects at once, propensity, autonomy, and dedication
21
(PenAcademic, 2018). Additionally, the National Assessment of Educational Progress
(2022), states that the student's performance can be measured in many ways, such as by
their grade point average (GPA). Students are required to devote a significant portion of
their time to their studies and must graduate with excellent grades (Tadese et al., 2022)
According to Exploring your Mind (2021), the academic productivity theory of
Walberg has four pillars/fundamental elements that may be used to comprehend student
achievement. Aptitude is the first on the list of fundamental elements of Walbard's theory.
However, aptitude is made up of four components: (1.) Prior Performance wherein the
information that the student already knows, (2.) Cognitive variables wherein students with
an IQ above average or below average might do things differently. They need activities
that are made for them and their needs, (3.) Motivation wherein each student wants to
participate in activities, find solutions to issues, and engage in class discussions.
Nowadays, there is a noticeable lack of motivation, and many students ask why they should
study at all. (4.) Maturity Stage, this has a big effect on how well students do in school and
how well they learn new ideas. In the same way, it changes what happens in the classroom.
In continuation of the four pillars/fundamental elements. The second is the
environment which can affect how the students perform their tasks. Third, learning
according to the theory of educational productivity as the student goes inside the classroom
and observes how the present educational system is implemented, the atmosphere and
methods are far from motivating. Students become bored and worn out by the lengthy,
primarily theoretical, lecture sessions. Lastly, in Teaching, to improve on everything about
learning that has been said thus far, the quality of instruction is important. A student's
22
performance can be enhanced by quantity and quality if they are motivated and actively
engaged in their studies.
Synthesis of the Reviewed Literature
The aforementioned related literature and studies, which have been conscientiously
organized and presented, guided the researcher in conceptualizing the study. Initially, the
definition of academic productivity was explained with reference to the studies of High
Crest Academy (2022) and Karadag (2022). Academic productivity is defined as efforts
and abilities that have an impact on advancement to the next level of education, as
discussed by Johanson (2021) and Lastiri (2022).
The ways to increase the students’ productivity was explained with Imtiaz (2019).
The results that lead to achievements were discussed by Lastiri (2022), while results that
lead to more opportunities were explained by Thomas (2021). Producing knowledge in
academic productivity was stated by Karadag (2018). Senior High Students’ goal with
academic productivity was defined by Hanushek and Ettema (2017).
The issues with academic productivity were discussed in light of the research of
Borkala (2021), who found that a lack of organization is one of the main reasons why
students are unproductive; Johanson (2021), who found that a person's living situation can
affect their academic productivity; How Social Media Affects Student Productivity (2020),
who found that using social media can have a significant impact on students' productivity;
and Paladino (2021), who found that online learning has a big impact on students'
productivity.
23
The academic production may vary either differently or similarly depending on
specialization as explained by Villas (2019) and Cueva (2022). Pimental (2020) and
Eleazar et al. (2018) mentioned that understanding how to manage time academically is
vital in the ABM learner's academic achievements and productivity. While the STEM
strand focuses on mathematics - related courses, Casinillo and Aure (2018) found out that
learner's production is restricted by their capabilities resulting in poor performance. Mula
et al (2020) discovered that HUMSS students experience difficulties in publicly speaking
and GAS students are subjected to societal implication. Learners within the TVL, Arts and
Design, and Sports Track perform apathetically due to a lack of resources and support from
families which was posited by Bacit and Nimo's (2019).
Staniscuaski et al. (2021) stated that men hold the majority of the highest positions
in institutional hierarchies and contribute to the persistence of the masculine perspective.
In science, women are less likely to receive high-status honors and posts according to
Lunneman et al. (2020). A study of American and European scientists revealed that female
scientists experienced disproportionately negative effects on their time spent conducting
research Myers. Et al. (2020). According to Eliacik et al. (2021) the academic productivity
behavior toward women's education began to alter in the early 20th century. As stated by
Simon et al. (2019) Only 24.4% of full professors were female out of 702 faculty members
compared to men that have a higher number of publications. According to Chiam et al.
(2020) longer academic career is related to both greater scholarly output and greater
academic productivity status that are linked to males as opposed to females.
Boctuan and et al. (2019), stated that class scheduling is advantageous for students
24
as this lets them study for their examinations, do their assignments, and pass their
schoolworks on time. Goulas (2020) acknowledged and mentioned that it indeed could
increase the overall performance of students. PSB Academy (2020) stated there is no best
time for students to study at all as all day is good, whether it be day, afternoon, and night.
London School of Business and Finance (2021), confirmed that all time is good for learning
as studying in the afternoon helps the learner to combine and process new information, and
at night is strongly recommended to concentrate and study better especially if they have a
noisy environment. Childers (2018) stated that they have considered modifying teaching
time and have conducted experiments with various scheduling methods.
The Academic Productivity Theory was discussed with the reference to the study
of Exploring your Mind (2021), that academic productivity has four elements; Alih et al.,
(2021), academic performance has suffered as a result of many students' newfound
propensity for procrastination; Briones et al,. (2021), that education is a key to success to
build their future; Almerino et al,. (2020), that pupils' performance is a reliable indicator
of the quality of a school's curriculum; PenAcademic (2018), Each student's academic
achievement is determined by a unique combination of talent and personality; National
Assessment of Educational Progress (2022), says that a student's performance can be
measured in many ways, including their grade point average. Tadese et al., (2022), Students
are expected to put in long hours of studying in order to succeed academically and earn a
diploma.
25
Gaps Bridged by the Present Study

Following a thorough analysis of related literature and related studies, it was
discovered that there have been studies conducted about academic productivity relating it
with class schedule, gender, and academic performance but there were no studies yet
conducted on the difference in the respondents’ academic productivity when grouped
according to their profile. There were no studies yet conducted utilizing different senior
high school strands and class schedules. The researchers used quantitative methods to
determine the significant difference between the respondents’ academic productivity.
26
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the research design, sources of data, population of the study,
instrumentation and validation, evaluation and scoring, data gathering procedure, treatment
and analysis of data, and ethical consideration.
Research Design
This study employed quantitative non-experimental descriptive research design
which is intended to focus on the "what" of the study topic rather than the "why" of the
research topic and describe individuals without manipulation. It enabled the researchers to
explore and analyze one or more variables excluding other assumptions (Siedlecki, 2020).
Sources of Data
The primary source of data of this study were the respondents who answered the
questionnaires in the survey provided. Secondary data would include the references from
review related literature, books, online journals and periodicals.
Population of the Study
The respondents of the study consisted of 320 (144 male and 176 female) out of 1888
Senior High School students of University of Perpetual Help System Laguna enrolled
during the Academic Year 2022-2023. The sample size was computed using the Raosoft
Sample Size Calculator. Systematic sampling (or interval random sampling) was used to
choose the respondents. The population was initially segmented into strata based on strand,
section, and gender. A total of 184 (88 males and 96 females) students came from STEM
strand, 44 (14 males and 30 females) from ABM strand, 37 (12 males and 25 females) from
27
HUMSS strand, 6 (4 males and 2 females) from GAS strand, 5 (5 males) from Pre
Baccalaureate Maritime strand, 15 (5 males and 10 females) from Arts and Design stand,
12 (5 males and 7 females) from TECVOC-HE strand, and 17 (13 males and 4 females)
from TECVOC-ICT strand. Using a random interval, the respondents in each section was
determined by assigning a number based on a total population of the class divided by the
required number of respondents in the section until the needed number of respondents is
reached.
Instrumentation and Validation
In gathering data, the researchers utilized a closed questionnaire in which the
respondents selected their answers to questions by checking. The questionnaire was
divided into two parts: Scale 1 covered the socio-demographic profile of the respondents
and Scale 2 covered the level of academic productivity of the respondents adopting Duval
County Student Productivity Scale with minor modifications.
The research instrument was presented to the research adviser for initial checking.
For further validation, the researchers consulted experts in the field of language, statistics
and an expert in the field of research who provided comments and possible
recommendations. Reliability was ensured through pilot testing which was conducted to
twenty (20) students with similar characteristics as those of the actual respondents. The
survey questionnaire was assessed using Cronbach’s Alpha to determine the internal
consistency of the items. An Alpha value of 0.803 (good items) was obtained for the
indicators of academic productivity level.
28
Evaluation and Scoring

To measure the level of students’ productivity, the following numerical rating,
numerical range, categorical response, verbal interpretation, and verbal description was
used in measuring the students’ level of productivity.
Numerical Numerical Categorical Verbal Verbal Description

Rating Range Response Interpretation
4 3.25 - 4.00 Strongly Agree Very High The respondent

(SA) experienced the
indicator 76 - 100% of
the time.
3 2.50 - 3.24 Agree (A) High The respondent

experienced the
the time.
2 1.75 - 2.49 Disagree (D) Low The respondent

experienced the
the time.
1 1.00 - 1.74 Strongly Disagree Very Low The respondent

(SD) experienced the
indicator 1 - 25% of the
time.
Data Gathering Procedure

After the validation of the instrument, the researchers secured consent from the Office
of the Senior High School Director to conduct the study. Coordination was done with class
advisers and subject teachers in order to schedule the room-to-room survey. Then, the
questionnaire was reproduced, handed to the respondents, and retrieved. The data gathered
was organized, tallied, and subjected to statistical analysis.
29
Treatment and Analysis of Data

Once the Survey questionnaire has been completed by the respondents, data was
tabulated and subjected to the following statistical tool.
1. Frequency, percentage and rank distribution was used to describe the respondents’
profiles.
2. Weighted mean, ranking and standard deviation were used to describe the level of
academic productivity of senior high school students.
3. A test of difference was used to determine if there is a significant difference in the
academic productivity of the respondents when grouped according to their profiles.
Ethical Consideration
The researchers finished this study while keeping ethical factors in mind, such as
confidentiality, quality, and the protection of human subjects. Permissions were sought first
from the office of the Senior High School Director at the University of Perpetual Help
System Laguna, where the study was conducted. Since some of the respondents are minors,
parental consent was obtained as part of the Consent Form, which explains their right to
voluntarily withdraw from the study at any time, the central purpose of the study, the
procedures used in data collection, comments about maintaining confidentiality, and the
expected benefits to be obtained by participating in the study.
30
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the data gathered in tabular form with the corresponding
interpretation and analysis.
1. What is the profile of the respondents in terms of:
1.1 gender; 1.2 grade level; 1.3 strand; and 1.4 class schedule; 1.5 daily allowance?
Table 1
Respondents’ Demographic Profile
Classification Frequency Percentage (%) Rank
Male 146 45.6 2
Gender
Female 174 54.4 1
Grade 11 159 49.7 2
Grade Level
Grade 12 161 50.3 1
STEM 184 57.5 1
ABM 44 13.8 2
GAS 24 7.5 3
HUMSS 19 5.9 4
Strand/Track
AD 15 4.7 6
PBM 5 1.6 8
TVL-ICT 17 5.3 5
TVL-HE 12 3.8 7
Class AM 220 68.8 1
Schedule PM 100 31.3 2
Php 100.00 and below 62 19.4 3
Php 101.00 - Php
87 27.2 1
150.00
Php 151.00 - Php
84 26.3 2
200.00
Daily
Php 201.00 - Php
Allowance 38 11.9 4
250.00
Php 251.00 - Php
21 6.6 6
300.00
Php 301.00 and above 28 8.8 5
Total 320 100
31
Table 1 shows the respondents’ profile in terms of gender, grade level, strand/track,
class schedule, and daily allowance. In terms of gender, 174 or 54.4% of the respondents
were female and 146 or 45.6% were male. In terms of grade level, 161 or 50.3% were
Grade 12 and 159 or 49.7% were Grade 11. In terms of strand/track,184 or 57.5% were
STEM, 44 or 13.8% were ABM, 24 or 7.5% were GAS, 19 or 5.9% were HUMSS, 17 or
5.3% were TVL-ICT, 5 or 4.7% were AD, 12 or 3.8% were TVL-HE, and 5 or 1.6% were
PBM. In terms of class schedule, 220 or 68.1% in the morning and 100 or 31.2% in the
afternoon. In terms of daily allowance, 87 or 27.2% received an amount ranging from Php
101 to Php 150, 84 or 26. 3% received Php 151 to Php 200, 62 or 19.4% received below
Php 100, 38 or 11.9% received Php 201 to Php 250, 28 or 8.8% received Php 301, and 21
or 6.6% received Php 251 to Php 300.
In summary, the majority of the respondents were female Grade 12 STEM students
from morning shift with a daily allowance of Php 101.00–Php 150.00.
Table 2
Respondents’ Level of Academic Productivity
Stand
Weight Verbal
ard Ran
ed Interpretati
Devia k
Mean on
tion
1. I bring required materials. 3.32 0.60 Very High 3
2. I attend the class on-time 3.62 0.60 Very High 1
3. I begin assignments without prompting. 2.94 0.71 High 13
4. I pay attention to the task and lectures. 3.23 0.60 High 6
32
5. I submit assignments on time. 3.43 0.72 Very High 2
6. I do not miss any schoolwork. 3.30 0.81 Very High 4
7. I create a study timetable and stick to it to

2.73 0.90 High 14
increase my productivity levels.
8. I organize my study desk to be able to focus

2.99 0.89 High 12
on my assigned tasks better.
9. I ensure that I am in a quiet environment

where I will not be tempted to do anything 3.17 0.81 High 7
besides studying.
10. I divide my study materials into sections to

3.03 0.77 High 10
help me increase my productivity levels.
11. I incorporate speed reading techniques such

as skimming, scanning, the track-and-pace 3.12 0.73 High 8
method, and chunking when reading.
12. I reduce screen time by switching or

2.64 0.95 High 15
silencing my phone when studying.
13. I join study groups so I will be motivated

and be assisted with lessons I am not so 2.27 0.96 Low 17
familiar with
14. I participate in class activities to help me

develop a healthy competitive spirit among 3.09 0.77 High 9
my peers.
15. I usually set academic goals. 3.28 0.78 Very High 5
16. I read my lessons every night to be familiar

2.53 0.90 High 16
with terms and contents.
17. I generally considered myself academically

3.02 0.83 High 11
productive.
Mean 3.04 High
33
Table 2 shows the respondents’ level of academic productivity. Indicator 2 which
stated that “I attend the class on-time” had a weighted mean of 3.62 with a standard
deviation of 0.60 was interpreted as very high and ranked first. The indicator 5 which stated
“I submit assignments on time.” had a weighted mean of 3.43 with a standard deviation of
0.72 which was interpreted as very high and ranked second. The indicator 1 which stated
that “I bring required materials.” had a weighted mean of 3.32 with a standard deviation of
0.60 was interpreted as very high and ranked third. The indicator 6 which stated as “I do
not miss any schoolwork.” had a weighted mean of 3.30 with a standard deviation of 0.81
was academic goals.” had a weighted mean of 3.28 with a standard deviation of 0.78 was
interpreted as very high and ranked fifth. The indicator 13 which stated that “I join study
groups so I will be motivated and be assisted with lessons I am not so familiar with.” have
a weighted mean of 2.27 with a standard deviation of 0.96 was interpreted as low and
ranked last.
In summary, the majority of the respondents are highly productive.
The findings agree with the article published by Imtiaz (2019) stating that the key
to increase productivity is to make sure to set goals. This will help the students have direct
and achievable plans. Setting goals can benefit the students in helping them be organized
and track the given tasks to them as they will know how to accomplish it on time.
34
Table 3
Difference in the Level of Academic Productivity When
Grouped According to Profile Variables
p-
Subjects Interpretation
value
When grouped according to

t = -2.922 .004 Significant
Gender
t = .041 .968 Not Significant
Grade Level
f = 1.097 .365 Not Significant
Strand/ Track
t = -.078 938 Not Significant
Class Schedule
f = 1.51 .333 Not Significant
Daily Allowance
Table 3 shows the difference in the level of academic productivity when grouped
according to their profile. A p-value of 0.004 and a t-value of -2.922 revealed that there is
a significant difference in the level of academic productivity of the respondents when
grouped according to their gender. This is lower than the level of significance set in the
study, thus the null hypothesis was rejected. This means that female respondents are more
productive than male respondents.
With a p-value of 0.968 and a t-value of .041 revealed that there is no significant
difference when grouped according to their grade level. This is higher than the level of
significance set in the study, thus the null hypothesis was accepted. This means that Grade
11 students’ productivity level does not differ from Grade 12.
With a p-value of 0.365 and an f-value of 1.097 revealed that there is no significant
difference when grouped according to their strand. This is higher than the level of
35
significance set in the study, thus the null hypothesis was accepted. This means that senior
high school students’ productivity level does not differ regardless of their strand or track.
With a p-value of 0.938 and a t-value of -.078 revealed that there is no significant
difference when grouped according to their class schedule. This is higher than the level of
significance set in the study, thus the null hypothesis was accepted. This means that senior
high school students’ productivity level does not differ regardless of their class schedule.
With a p-value of 0.333 and an f-value of 1.51 revealed that there is no significant
difference when grouped according to their daily allowance. This is higher than the level
of significance set in the study, thus the null hypothesis was accepted. This means that
senior high school students’ productivity level does not differ regardless of daily
allowance.
In summary, female respondents are more productive than male respondents. Their
productivity level does not differ regardless of grade level, class schedule, strand or track
and daily allowance.
The findings of the study affirm the article published by Eliacik et al. (2021) which
stated that academic productivity behavior toward women’s education began to alter in the
early 20th century. However, the findings contradict the statement of Chiam et al. (2020)
which stated that a longer academic career is linked to both the higher scholarly output and
higher academic productivity status that are associated with male compared to females.
The findings contradict the claim of Cueva (2022) that each strand and track offer
programs or courses for professional choices and travels, and topic challenges in terms of
academic production may vary either differently or similarly depending on specialization.
36
These results are in opposition to the claims of Boctuan et al. (2019) that class
shifting, or class scheduling is hugely favorable to students as this allows them to do their
assignments at home, review for their examinations, and pass their tasks on time.
Additionally, studying in the afternoon is beneficial too as this helps the learner combine
and process new information that has been obtained while studying (London School of
Business and finance, 2021).
37
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE DIRECTIONS
This chapter presents the summary of findings based on the data gathered from the
study, the conclusions drawn, and the future directions offered by the researchers.
This study employed quantitative descriptive research design to determine the level
of productivity of senior high school students. It aimed at answering the following specific
questions:
1. What is the profile of the respondents in terms of their
1.1 gender;
1.2 grade level;
1.3 strand; and
1.4 class schedule
1.5 daily allowance?
Summary of Findings
The following are the summary of findings based on the data gathered:
1. As to the profile of the respondents
In terms of gender, 174 or 54.4% of the respondents were female and 146 or 45.6%
were male. In terms of grade level, 161 or 50.3% were Grade 12 and 159 or 49.7% were
Grade 11. In terms of strand/track,184 or 57.5% were STEM, 44 or 13.8% were ABM, 24
38
or 7.5% were GAS, 19 or 5.9% were HUMSS, 17 or 5.3% were TVL-ICT, 5 or 4.7% were
AD, 12 or 3.8% were TVL-HE, and 5 or 1.6% were PBM. In terms of class schedule, 220
or 68.1% in the morning and 100 or 31.2% in the afternoon. In terms of daily allowance,
87 or 27.2% received an amount ranging from Php 101 to Php 150, 84 or 26. 3% received
Php 151 to Php 200, 62 or 19.4% received below Php 100, 38 or 11.9% received Php 201
to Php 250, 28 or 8.8% received Php 301, and 21 or 6.6% received Php 251 to Php 300.
2. As to the level of productivity of the respondents
The Respondents’ level of productivity obtained an average weighted mean of 3.04
which was verbally interpreted as high.
3. As to the significant difference in the respondents’ academic productivity
when grouped according to their profile?
A p-value of 0.004 and a t-value of -2.922 revealed that there is a significant
difference in the level of academic productivity of the respondents when grouped according
to their gender. A p-value of 0.968 and a t-value of .041 revealed that there is no significant
difference when grouped according to their grade level. A p-value of 0.365 and an f-value
of 1.097 revealed that there is no significant difference when grouped according to their
strand. A p-value of 0.938 and a t-value of -.078 revealed that there is no significant
difference when grouped according to their class schedule. A p-value of 0.333 and an f-
value of 1.51 revealed that there is no significant difference when grouped according to
their daily allowance.
39
Conclusion
Based on the findings of the study, the following conclusions were drawn:
1. Majority of the respondents are female Grade 12 STEM students from morning
shift with a daily allowance of Php 101.00 – Php 150.00.
2. The majority of the respondents’ are highly productive.
3. Female senior high school students have a higher level of academic productivity
than males.
4. Regardless of grade level, strand, class schedule and daily allowance, the level of
academic productivity of senior high school students does not differ.
Future Directions
The following are future directions offered by the researchers:
1. Students should give importance to time management in order to be academically
productive. They should also incorporate effective time management strategies and
prioritize self-care practices to sustain academic productivity and overall well-
being. They are also encouraged to join study groups in order to stay motivated and
receive assistance with material they are confused with.
2. Parental guidance and support is also encouraged to help in motivating their
children to be more academically productive especially with their sons.
3. Teachers are encouraged to enhance the academic productivity of students by
developing successful learning strategies and creating efficient and well-thought
formative plans on what students need to focus and learn. They should also organize
lessons systematically and impose proper deadlines on assessment and activities.
40
4. The Department of Education should explore and implement innovative education
policies and technology-driven solutions to ensure equitable access to quality
education and enhance student engagement and learning outcomes.
5. Future researchers are encouraged to expand the scope of this study by not only
determining the level of academic productivity of the respondents but also by
testing other key variables that are related to academic productivity through
qualitative or quantitative inquiry. They are also urged to validate the findings of
this study with a greater number of respondents in a different cultural setting.
41
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46
Appendix A
LETTER TO THE SENIOR HIGH SCHOOL DIRECTOR
January 27, 2023
Veronica C. Samson, MAEd

Senior High School Director
Dear Madam:
Perpetualite greetings!
We, Senior High School students of University of Perpetual Help System Laguna –
JONELTA, are currently conducting research work entitled “Academic Productivity of
Senior High School Students”. The main objective of this study is to measure the level of
academic productivity of senior high school students when they are grouped according to
their profile.
In line with this, we would like to ask your good office’s permission to conduct a survey
on February 16-21, 2023, to three hundred twenty (320) Grade 11 and 12 students from
STEM, ABM, GAS, HUMSS, Arts and Design, Pre-Baccalaureate Maritime, TVL-HE and
TVL-ICT.
Finally, we would like to assure you that the respondents’ identity as well as the pieces of
information they will provide will be treated with strictest confidentiality. Rest assured that
there will be no potential harmful impact and risk of the study to the respondents and the
school. If you would be interested to receive a copy of the executive summary or the
electronic copy (e.g., PDF) of the entire thesis, this can be made available for you.
We are looking forward to your affirmative response. Thank you very much and may our
Lord bless you more.
Sincerely yours,

Researcher, Group Leader
Noted by:
ROWENA R. CONTILLO, PhD

Research Adviser
47
Appendix B
RESEARCH INSTRUMENT
To the Respondent,
We are currently conducting our research entitled; “Academic Productivity of Senior High
School Students” as a partial fulfillment of our course requirements for the subject
Inquiries, Investigations and Immersion at University of Perpetual Help System Laguna.
In light of this, we are humbly requesting for your time and effort to go over this
questionnaire as your responses will be very much helpful in achieving the purpose of our
research. Rest assured that the information you will provide will be kept confidential and
will be used for research purposes only. Thank you!

Researcher / Group Leader
________________________________________________________________________
Name of the Respondents (Optional): _______________________________________

Part I. Direction: Put a check mark (/) in the blank corresponding to your answer.
Gender: _____ Male _____ Female

Grade Level: ____ 11 ____ 12
Strand: ____ STEM ____ ABM ____ GAS ____HUMSS
____ A&D _____ PBM ____ TVL- ICT
____ TVL- HE
Class Schedule: ___ AM ___ PM
Daily Allowance:
____ Php 100.00 and below ____ Php 201.00 - Php 250.00
____ Php 101.00 - Php 150.00 ____ Php 251.00 - Php 300.00
____ Php 151.00 - Php 200.00 ____ Php 301.00 and above
Part II. Academic Productivity

Direction: Below are statements to measure the level of academic productivity. Kindly put
a check mark (/) in the column corresponding to your choice. Use the following as your
guide.
48
Numerical Rating Categorical Response Verbal Description
4 Strongly Agree (SA) The respondent experienced

the indicator 76 - 100% of the
time.
3 Agree (A) The respondent experienced

time.
2 Disagree (D) The respondent experienced

time.
1 Strongly Disagree (SD) The respondent experienced

time.
Indicators SA A D SD
(4) (3) (2) (1)
1. I bring required materials.
2. I attend the class on-time.
3. I begin assignments without prompting.
4. I pay attention to the task and lectures.
5. I submit assignments on time.
6. I do not miss any schoolwork.
7. I create a study timetable and stick to it to increase my productivity

levels.
8. I organize my study desk; to be able to focus on my assigned tasks

better.
9. I ensure that I am in a quiet environment where I will not be tempted

to do anything besides studying.
10. I divide my study materials into sections to help me increase my

productivity levels.
11. I incorporate speed reading techniques such as skimming, scanning,
49
the track-and-pace method, and chunking when reading
12. I reduce screen time by switching or silencing my phone when

studying.
13. I join study groups so I will be motivated and be assisted with

lessons I am not so familiar with
14. I participate in class activities to help me develop a healthy

competitive spirit among my peers.
15. I usually set academic goals.
16. I read my lessons every night to be familiar with terms and

contents.
17. I generally considered myself academically productive.
https://ymcatigeracademy.org/wp-content/uploads/ST-3.12-504-Referral-Data-Student-productivity-Scale.pdf
Thank you very much!
50
Appendix C
EDITOR’S CERTIFICATION
This thesis entitled “Academic Productivity of Senior High School Students”,
Hiro H. Hilario, Yidah Hannah T. Jallorina, Ruby Rose L. Santiago, Kathleen
Nicole C. Souza, Kristine Cielo M. Tenido, Hannah Mishaila D. Tupaz, in partial
fulfillment of the requirements for the subject Practical Research 2 and Inquiries,
Investigations and Immersion has been edited by the undersigned.
____________________________
Faithful F. Librado, MAEd
Editor
STATISTICIAN’S CERTIFICATION
This thesis entitled “Academic Productivity of Senior High School Students”,
Hiro H. Hilario, Yidah Hannah T. Jallorina, Ruby Rose L. Santiago, Kathleen
Nicole C. Souza, Kristine Cielo M. Tenido, Hannah Mishaila D. Tupaz,, in partial
fulfillment of the requirements for the subject Practical Research 2 and Inquiries,
Investigations and Immersion has been statistically reviewed by the undersigned.
________________________________
Michael Angelo B. Del Rosario, LPT
Statistician
51
Appendix D
CERTIFICATE OF EVALUATION WITH

TURNITIN ORIGINALITY CHECK
This is to certify that the thesis entitled “Academic Productivity of Senior High
School”, prepared and submitted by Jhorie Claire P. Aculan, Kassandra Clare T. Delos
Reyes, Hiro H. Hilario, Yidah Hannah T. Jallorina, Ruby Rose L. Santiago, Kathleen
Nicole C. Souza, Kristine Cielo M. Tenido, Hannah Mishaila D. Tupaz, has been evaluated
using the Turnitin Originality Check System and yielded a similarity rate of 18%.
________________________________
DR. ROWENA R. CONTILLO
Research Coordinator
52
53
Appendix E
CURRICULUM VITAE
Name : Jhorie Claire P. Aculan

Address : Blk. 12A, Lot 7 Camella Calamba
brgy. Palo-Alto, Calamba Laguna
Contact Number : 09694125796
Email Address : c17-0955-725@uphsl.edu.ph
Educational Attainment:
Grade School:
● St. Charles Augustine School 2014-2017
Junior High School:
● University of Perpetual Help System Laguna 2017-2021
Senior High School:
● University of Perpetual Help System Laguna 2021-Present
(Accountancy, Business, and Management)
Awards and Achievements:

● With Honor 2020-2021
● With High Honor 2021-2022
● With Honor 2022-Present
● YES Organization Associate Treasurer 2022-Present
Personal Data:
Height : 5’5”
Weight : 89kg
Birthdate : April 25, 2004
Age : 19
Birthplace : Candaba, Pampanga
Citizenship : Filipino
Religion : Catholic
Father’s Name : Richardo D. Aculan
Mother’s Name : Jouvette M. Pablo
54
CURRICULUM VITAE
Name : Kassandra Clare T. Delos Reyes

Address : BLK 12 LOT 3 Coral Street Futura Homes,
San Vicente Road, San Pedro Laguna
E-mail Address : c21-0003-461@uphsl.edu.ph
Grade School:
● Saint Bernadette College of Alabang 2011-2017
Junior High School:
● Saint Bernadette College of Alabang 2017-2021
Senior High School:
● (Accountancy, Business, and Management)
● With Honors 2017-2018
● With High Honors 2020-2021
● With High Honors 2022-Present
● Committee Head of Youth Entrepreneur Society 2022-2023
Personal Data:
Height : 5’2
Weight : 92 kg
Birth Date : August 26, 2004
Age : 18
Birthplace : Alabang, Muntinlupa City
Religion : Catholic
Father’s Name : Melencio D. De Los Reyes
Mother’s Name : Racquel E. Tolentino
55
CURRICULUM VITAE
Name : Hiro H. Hilario

Address : Blk 4 Lot 4 St. Rose 2, Brgy. Casile
Biñan Laguna
Grade School:
● Holy Infant Jesus of Prague Catholic School 2011-2017
Junior High School:
● Saint Michael’s College of Laguna 2017-2021
Senior High School:
(Accountancy, Business and Management)
● Best Speaker 2019-2020
● With Honors 2022-Present
Personal Data:
Height : 5’10
Weight : 80kg
Birth Date : July 3, 2004
Age : 18
Birthplace : Platero
Religion : Catholic
Father’s Name : Oliver C. Hilario
Mother’s Name : Ma. Ronnette C. Hilario
56
CURRICULUM VITAE
Name : Yidah Hannah T. Jallorina

Address : Blk 19 Lt 14, Jefferson St., Golden
Meadows, San Antonio, Biñan, Laguna
Grade School:
● University of Perpetual Help System Laguna 2009 - 2016
Junior High School:
● University of Perpetual Help System Laguna 2017 - 2020
Senior High School:
● University of Perpetual Help System Laguna 2021 -Present
● Academic Excellence Award in Mapeh 2019 - 2020
● Academic Excellence Award in Science 2019 - 2020
● Academic Excellence Award in Filipino 2020 - 2021
● With Honors 2017 - 2021
● With High Honors 2021 - 2022
● YES Organization P.R.O 2022 - 2023
● With High Honors 2022 - Present
Personal Data:
Height : 5’5
Weight : 75kg
Birth Date : December 17, 2004
Age : 18
Birthplace : Sto. Niño, Biñan, Laguna
Religion : Catholic
Father’s Name : Amado B. Jallorina
Mother’s Name : Alma G. Torres
57
CURRICULUM VITAE
Name : Ruby Rose L. Santiago

Address : 0419, Purok7 Brgy. Mamplasan Biñan City,
Laguna
E-mail Address : rrlopez.santiago@gmail.com
Grade School:
● Mamplasan Elementary School 2011-2017
Junior High School:
● Mamplasan National High School (Jacobo Annex) 2017-2021
Senior Highschool:
● University of Perpetual Help System of Laguna 2021 - Present
● Top 5 2011-2016
● Fourth Place in Copyreading2 2016-2017
and Headline Writing (Filipino) Division Level
● Regional Qualifiers in Copyreading and 2016-2017
Headline Writing (Filipino)
● With Honor 2018-2022
● With High Honor 2022-2023
● Fourth Place in Copyreading and 2022-2023
Headline Writing Secondary (Filipino)
Personal Data:
Height : 5’2 ft
Weight :83kg
Birthday : June 15, 2005
Age : 17 years old
Birthplace : Tarlac City, Tarlac
Religion : Roman Catholic
Father’s Name: Anne Santiago
Mother's Name: Armida Santiago
58
CURRICULUM VITAE
Name : Kathleen Nicole C. Souza

Address : 109, Brgy. Tagapo, Sta. Rosa, Laguna
Grade School:
● Maranatha Christian Academy of Santa Rosa 2010-2011
● Marie Margarette School 2011-2017
Junior High School:
● Marie Margarette School 2017-2021
Senior High School:
● With Honors 2021-Present
Personal Data:
Height : 5’2
Weight : 38kg
Birth Date : February 4, 2005
Age : 18
Birthplace : Muntinlupa
Religion : Roman Catholic
Father’s Name : Rafelito M. Souza
Mother’s Name : Lita C. Souza
59
CURRICULUM VITAE
Name: Kristine Cielo M. Teñido

Address: 2904 Borja St. Malaban Biñan Laguna
Contact Number: 09559731228
E-mail Address: kctenido13@gmail.com
Grade School:
Junior High School:
Senior High School:
● Consistent With Honors (Loyalty Award Silver) 2009-2015
● Consistent With High Honors (Loyalty Award Gold) 2016-2020
● Best in Oral Reading with Comprehension 2019-2020
● With Highest Honors 2020-2021
Personal Data:
Height: 5’4
Weight: 52kg
Birth Date: August 13, 2004
Age: 18
Birthplace: Biñan, Laguna
Citizenship: Filipino
Religion: Catholic
60
CURRICULUM VITAE
Name : Hannah Mishaila D. Tupaz
Address : 105 Wawa St. Alabang, Muntinlupa City
Contact Number 09776886127
Grade School:
● NBL Education System 2011-2017
Junior High School:
● NBL Education System 2016-2021
Senior High School:
(Accounting, Business & Management)

● With High Honors 2019-2020
● CAT Oratorical Champion 2019-2020
Personal Data:
Height: 4’11”
Weight: 46 kg
Birthdate: September 30, 2004
Age:18
Birthplace: Alabang, Muntinlupa City
Citizenship: Filipino
Religion: Roman Catholic
Father’s Name: Howell B. Tupaz
Mother’s Name: Marilou M. De Castro
61

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University of Perpetual Help System Laguna - JONELTA

Senior High School Department

ACADEMIC PRODUCTIVITY OF SENIOR HIGH SCHOOL STUDENTS

Jhorie Claire P. Aculan

RECOMMENDATION FOR ORAL EXAMINATION

This thesis entitled “Academic Productivity of Senior High School Students”

APPROVAL BY THE PANEL OF EXAMINERS

pages of this manuscript.

constructive criticisms and recommendations as well as their meticulous evaluation and

assistance in the statistical analysis for the improvement of the study.

completing this manuscript; and

procurement of data possible.

to finish this thesis.

attempts and broaden their knowledge of this topic.

We would like to dedicate this research to School Administration and Teachers,

and teaching styles for students.

paper worthwhile to finish.

Title: Academic Productivity of Senior High School Students

Authors: Jhorie Claire P. Aculan, Kassandra Clare T. Delos Reyes, Hiro H.

Curriculum: Senior High School

School: University of Perpetual Help System Laguna- JONELTA, Biñan

Academic Year: 2022-2023

Adviser: Rowena R. Contillo, PhD

Academic productivity is the depth of a student’s performance and academic

Keywords: Academic Productivity, Students’ Performance, Academic Performance,

2 REVIEW OF RELATED LITERATURE

4 RESULTS AND DISCUSSION 31

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND FUTURE

1 Respondents’ Demographic Profile 31

1 Model of Theoretical Framework 6

2 Operational model showing the relationship among variables 7

productivity refers to an individual's academic journey's progress and steady improvement

According to Imtiaz (2019), a student's ability to "be productive" or "be efficient" is a

Academic productivity also has a moral commitment underpinning, where students

schedule (Favour, 2017).

girl, or boy, as well as interpersonal relationships. Gender, as a social construct, differs

Approximately 24% of female students reported feeling worried at school, compared to

perform better on standardized tests. In contrast, a study conducted by researchers at the

business, and management (ABM) Science, technology, engineering, and mathematics

performance than the other different programs.

For students, academic productivity is the depth of a student’s performance and

studies and explore this field of inquiry.

a student's academic performance in relation to influences on learning. This aims to justify

instruction, environment and learning according to the theory of educational productivity

Figure 1 shows the model of Walberg’s Educational Productivity Theory. According

defined as the ability of an individual to perform sufficiently in academics. The variables,

that affect the productivity of one’s student.

performance of Senior High School students.

Independent Variable Dependent Variable

Senior High Students Profile of the

Figure 2. Operational model showing the relationship among variables.

concluded by determining the difference in the respondents’ academic productivity when

grouped according to their profile.

Statement of the Problem

Specifically, it answered the following questions:

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

1.2 grade level;

1.4 class schedule; and

1.5 daily allowance?

2. What is the level of academic productivity of the respondents?

3. Is there a significant difference in the respondents’ academic productivity when

grouped according to their profile?

Assumption of the Study