THE ROLE OF THE VIDEO GAME MINECRAFT IN IMPROVING THE

READING COMPREHENSION OF GRADE 7 STUDENTS

MAED

An Experimental Research

Presented to
The Faculty of Graduate School Master’s in Education Program

Latorgo, Ivy Lou T.

December 2023
THE ROLE OF VIDEO GAME MINECRAFT IN IMPROVING THE READING
COMPREHENSION OF THE GRADE 7 STUDENTS
MAED

An Experimental Research

Presented to
The Faculty of Graduate School Master’s in Education Program

In Partial Fulfillment of the Requirements for the

Subject in Research

Latorgo, Ivy Lou T.

December 2023
 3

APPROVAL SHEET

This research paper entitled “The Role of Video Game Minecraft in Improving

the Reading Comprehension of the Grade 7 Students

MAED” prepared and submitted by Ivy Lou T. Latorgo, in partial fulfillment of the

requirements for Experimental Research (MAED- ELT), has been examined and

recommended for oral examination acceptance and approval.

SUSAN S. CRUZ, PhD, DBA

Instructor

PANEL OF EXAMINERS

Accepted and approved, after the presentation of the study with the grade of .

LORRIBELLE R. OCENAR, PHD

Chairperson

RUDELYN F. DEMERIN, MAHIST JHOMIE ESQUIBEL, LCB, MM

Member Member
 4

ACKNOWLEDGMENTS

The researchers would like to express their heartfelt gratitude and appreciation to

the following people who shared their wisdom and contributed significantly to the

success of this research

First and foremost, the researchers are ever in appreciation for negotiating with

the members of the panel, Dr. Lorribelle R. Ocenar, Ms. Rudelyn Demerin, and Mr.

Jhomie Esquibel, for examining the study, for validating the questionnaire and for giving

helpful criticisms and suggestions that led to the success of the project.

Second, to our adviser Dr. Alona S. Galache who provided advice and guidance to

the researchers to accomplish their goal in coming up with this research. Without her

efforts, the study would not have been a success.

Third, to our ever-supportive instructor Dr. Susan S. Cruz who allowed us to do

our research gracefully and provided us with her guidance throughout this research. She

has taught us the proper techniques, what the structure of our research paper should be,

what the contents of every part of our research should be, and the methodology to carry

out the research successfully. Through the generosity of her wisdom and unending

support, the research was made with every fiber of motivation and inspiration.

Fourth, to our program head Mr. Aljun Lozano who approved to conduct the

research, without which, the study would not exist.

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Fifth, to the Ethics Committee, for checking and helping to have the research

move forward and be finished - the researchers are grateful.

Sixth, to the individuals who generously agreed to participate and shared their

time to answer the survey questionnaire - the researchers deeply appreciate their help in

this research. This would not be possible without their support and participation in giving

their own opinions and such for this study.

Seventh, to the researchers’ parents, for their love, care, and support in every

endeavor in that they partake. Without them, the researchers would not be able to

continue striving hard despite the stress, pressure, and conflicts.

Lastly, thank the Almighty God for sharing the knowledge and wisdom to achieve

and accomplish this research study. Without Him, everything would be impossible.

The Researchers

Latorgo, Ivy Lou T.

 6

ABSTRACT

With the demand for Master of Arts in Education major in English Language teaching

(MAEd- ELT) graduates in Secondary Education, more higher education institutions

(HEIs) especially private colleges offer the program. The course syllabus of Secondary

Education is specifically designed to provide a strong foundation for Educators who

aspire to be Licensed mentors in the local field. This study determines the significant

influence of the virtual world on work performance in comprehension through reading

passages by the learners. Using a survey pretest and posttest questionnaire, the grade 7

students were chosen purposively from a public school Institution. This descriptive quasi-

experimental research employed statistical tools such as chi-square. Results revealed

academic learning in terms of cognitive domain, affective domain, and psychomotor

domain exposed to the influence of the video game Minecraft in the reading

comprehension of the learners. The study was conducted among grade 7 learners exposed

to a video game Minecraft. Research relating to other private education institutions could

also be done and may include the other stakeholders as participants. The model

developed in this paper could help the institution to gain confidence in facilitating the

needs and enhancing the talents or skills of learners using English as a medium of

instruction when they begin to work after college. This is a positive indication at the

beginning of the facilitation in junior high school life before being exposed into a real-

life work situation. Thus, this research could be a guide for

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the private HEIs’ curriculum developers, program implementers, and instructors on how

they could improve their service for the future learners, reading program, and deliver

better services to enhance both academic learning and work performance in a secondary

level of education.

Keywords: Higher Education Institutions; Cognitive, Affective, and

Psychomotor Domains; Work Performance; Davao Region; Philippines
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Table of Contents

Page

Cover Page i

Title Page ii

Approval Sheet iii

Acknowledgment iv

Abstract vi

List of Tables x

List of Figures xi

CHAPTER

1 Introduction 1

Rationale of the Study 4

Significance of the Study 4

Statement of the Problem 6

Hypotheses 7

Review of Related Literature 7

Theoretical Framework 23

Conceptual Framework 25

2 Method 26

Research Design 26

Research Locale 27

Research Respondents 27

Research Instrument 28
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Data Gathering Procedure 29

Data Analysis 31

Ethical Considerations 32

3 Results and Discussions 36

4 Conclusions and Recommendations 44

Summary of Findings 44

Conclusions 46

Recommendations 47

References 50

Appendices 58

An Informed Consent 58

B Survey Questionnaire 59

C Letter to Program Head 64

D Validation Letter 65

E Statistical Result 66

F Curriculum Vitae 74
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List of Tables

Tables Page

1 Level of Academic Learning 36

2 Level of Work Performance in On-the-Job Training 38

3 Pearson Correlation Table and Model Fit Summary 41

4 Regression Coefficients with Academic Learning Variables as 42

Influencers of Work Performance in On-the-Job Training

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Figure

1 Conceptual Framework of the Study 25

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CHAPTER 1

Introduction

Reading is one of the steps in acquiring knowledge. It expands the horizon of an individual through

acquiring the skill. The more books we read, the more knowledge that each one can impart to others.

However, a better understanding of a text while reading is very crucial since its main purpose is the

transmit information to others correctly.

Most of us have been trained by elders to enhance this skill through different tasks which begin

from home with the parents. It has been the role of the parents to teach children how to perceive and

understand things and as these children grow, parents have been always there to give support, particularly

in developing competence and social stability by sending children to a learning institution.

School as the next learning environment of a child provides training to hone the skill in reading.

As certain phenomenon strikes the environment which as the Covid-19, everything changes. It is

specifically where the study habits are affected and reading comprehension is highly affected. This kind

of challenge needs to be addressed since academic performance has declined based on the survey. The

presence of technologies has assisted the learning system.

Comprehension comes after reading to attain its purpose which is the clear understanding of the

message as part of the developments as the generation changes and for the human to acquire the

competence to embrace changes in coping with the challenge.

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Poor reading comprehension has been affecting the performance level of the learners and even

before the pandemic it remains a main problem. Fifteen-year-old students in the Philippines scored lower

in reading, mathematics, and science than those in most of the countries and economies that participated

in PISA 2018. The literacy rate reached 99.27% in 2021. Between 2010 to 2021, the literacy rate of the

Philippines increased by 1.4%. On a year-on-year basis, the literacy rate increased by 0.03% in 2021.

After being ranked the lowest out of 79 participating countries in 2018 in reading comprehension, the

Philippines was ranked 76th out of 81 countries for 2022. After being ranked the lowest out of 79

participating countries in 2018 in reading comprehension, the Philippines was ranked 76th out of 81

countries for 2022. For the second straight assessment, the Philippines landed in the bottom 10 out of 81

countries in reading comprehension, mathematics, and science and showed minimal improvement, results

of the 2022 Program for International Student Assessment (PISA) test revealed. Indicators of the test,

however, showed that despite moving up the rank, the performance of top-performing students (TPS) in

the country did not go up in percentage points, while low-performing students (LPS) registered a 4.3

percent decline in reading comprehension proficiency levels. Meanwhile, Vice President and Education

Secretary Sara Duterte has implemented sweeping reforms to improve students’ performance in

mathematics, science, and reading comprehension despite calls from education sector stakeholders to

implement policies where experts have been consulted.

This includes “Catch-up Fridays” in all public schools, wherein starting next year, students will spend

Fridays mastering reading comprehension and critical thinking, reducing the traditional learning delivery

for students by one day.

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The rationale of the Study

Reading is an important step in acquiring awareness of certain issues. It is through

awareness that each one can respond to these challenges in life. However, excellent

responses must be based on how each one understands these challenges to be overcome.

Reading comprehension directs everyone toward the transition of messages to others.

The study strengthens the importance of reading comprehension which leads

everyone to better understanding. A better understanding will produce a better

interpretation.

Significance of the Study

Academic learning is an important component of the success of

students during their entire schooling and it is through reading

comprehension that we can assure that academic learning is proven. A better

understanding of the reading text will lead everyone to the right

understanding that everyone applies in the world of work.

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The researchers believe that the result of the study is beneficial to the following:

Institution. This study will primarily benefit the institution as it will help them

determine the significant influence of the academic learning of its interns on their work

performance in on-the-job training to help develop the Customs Administration

curriculum and on-the-job training program.

Instructors. This study will help the instructors in improving their delivery of

instructions, improving the OJT manual and guide yearly to make it appropriate to the

current processes of the institution and the needs of the industry partners, and

constructing and developing new teaching strategies to help the interns with their

academic learning.

Parents. This study will benefit the parents as they are one of the stakeholders of

the institution who contribute to the development of the community, especially the

parents of the Customs Administration interns, which would help the institution to

perform better.

Interns. This study would greatly benefit interns since the improvement of the

curriculum and on-the-job training program would help them develop the necessary skills

for a particular job and the translation of training into useful work experience. They will

know how to handle the internship activities and develop professional skills in a

workplace setting.

Other Researchers. This study can be another reference for another research

in another setting and with different respondents. This can also be a possible research

topic for their study.

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Statement of the Problem

This research aims to determine the effect of a video game on the reading

comprehension of grade 7 students. Moreover, the researchers would like to answer the

following:

1. What is the level of academic learning of the BSCA interns in terms of:

1.1 Knowledge

1.2 Understanding and

1.3 psychomotor domain

2. Does the level of reading comprehension improve using the video game?

3. Is there a significant difference in understanding passages using a video game?

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Hypotheses

The following null hypotheses were formulated and tested at a 0.05 level of

significance.

HO1: There is a significant difference among learners assisted by a video game in

understanding a text.

HO2: No s i g n i f i c a n t indicators of reading comprehension

improvement in using the video game Minecraft.

Review of Related Literature

Academic Learning. Knowledge is gained in a variety of ways by learning,

including at home, school, and other outlets. In school, students obtain constructive

education by studying a variety of subjects that teach them ideas needed for their future

employment (De Chavez et al., 2016). Initially developed between 1956 and 1972, the

domains of learning have received considerable contributions from researchers and

experts in the field of education. Studies by Benjamin Bloom (on the cognitive domain),

David Krathwohl (affective domain), and Anita Harrow (psychomotor domain) have

been encompassed into the three domains of learning (Sousa, 2016). A holistic lesson

developed by a teacher requires the inclusion of all three domains in constructing

learning tasks for students. The diversity in such learning tasks helps creates a

comparatively well–rounded learning experience that meets several learning styles and

learning modalities. An increased level of diversity in the delivery of lessons helps

engage
 18

students as well as create more neural networks and pathways that help with

recollection of information and events (LSME, 2019).

Learning can generally be categorized into three domains: cognitive, affective,

and psychomotor. Within each domain are multiple levels of learning that progress from

more basic, surface-level learning to more complex, deeper-level learning. The level of

learning we strive to impact will vary across learning experiences depending on the

nature of the experience, the developmental levels of the participating students, and the

duration and intensity of the experience (ESU, n.d.). Cognitive, affective, and

psychomotor domains are being measured by educational psychologist, especially on the

level of skills that requires coordination of movement of their physical, knowledge, and

the technique to assess the students after internship (Huit, 2009). From there, the educator

knows the level of confidence and competencies of students after the internship through

the assessments given after the internship.

Learning helps develop an individual’s attitude as well as encourage the

acquisition of new skills. Learning is an integral part of every individual’s life. It is key to

growth and development and hence requires the need for both students and teachers to be

committed to the process. It is further necessary to ensure that the delivery of learning

combines generally different facets that have been identified to be the domains of

learning. With the continually increasing need to ensure that students are taught with

varying strategies and techniques, teachers need to adopt a teaching strategy that
 19

combines various domains of learning to enable teaching and learning to be

considered effective (LSME, 2019).

Academic learning serves as a measure of students’ progress in developing the

knowledge and skills that are essential for their future careers (Ali et al., 2009).

Moreover, academic learning may evolve around the role of students, but more

importantly, it includes the role of the institution in developing motivation, creativity,

self-confidence, and aspirations needed for success in life. Excellent academic learning

emanates as a result of a strong academic culture. This means that good academic culture

results in good academic learning (Ubulom, Ubulom, Enyoghasim, 2012), a challenge

that all higher education institutions must contend with.

In addition, academic learning success has a great influence on a student’s self-

esteem, motivation, and perseverance in higher education. Poor academic learning may

result in unacceptable levels of attrition, reduced graduate throughput, and increased cost

of education. This also reduces admission opportunities for tertiary students seeking

higher degrees. Hence, students’ academic learning has always been a topic of interest for

educators (Farooq et al., 2011).

Cognitive Domain. The cognitive domain aims to develop the mental skills and

the acquisition of knowledge of the individual. The cognitive domain encompasses six

categories which include knowledge; comprehension; application; analysis; synthesis;

and evaluation. Knowledge includes the ability of

 20

the learner to recall data or information. This is followed by the comprehension which

assesses the ability of the learner to understand the meaning of what is known. This is the

case where a student can explain an existing theory in his or her own words (Anderson et

al, 2011). This is followed by application which shows the ability of the student to use

the abstract knowledge in a new situation. A typical case is when an Economics student

can apply the theory of demand and supply to the changing market trend of clothing

during a particular season. The analysis category aims to differentiate facts and opinions.

The synthesis category shows the ability to integrate different elements or concepts to

form a sound pattern or structure to help establish a new meaning. The category of

evaluation shows the ability to come up with judgments about the importance of

concepts. A typical scenario is when a manager can identify and implement the most

cost-effective methods of production in a bid to increase profits whilst sustaining a high

level of competitive advantage (LSME, 2019).

Moreover, the cognitive domain is focused on intellectual skills such as critical

thinking, problem-solving, and creating a knowledge base. It was the first domain created

by the original group of Bloom’s researchers. The cognitive hierarchy spans from simple

memorization designed to build the knowledge of learners, to creating something new

based on previously learned information. In this domain, learners are expected to

progress linearly through the hierarchy, beginning at "remember" and ending at "create."

(UW, n.d.)
 21

Affective Domain. The affective domain includes the feelings, emotions, and

attitudes of the individual. The categories of the affective domain include receiving

phenomena; responding to phenomena; valuing; organization; and characterization

(Anderson et al, 2011). The subdomain of receiving phenomena creates the awareness of

feelings and emotions as well as the ability to utilize selected attention. This can include

listening attentively to lessons in class. The next subdomain of responding to phenomena

involves active participation of the learner in class or during group discussion (Cannon

and Feinstein, 2005). Valuing involves the ability to see the worth of something and

express it. This includes the ability of a learner to share their views and ideas about

various issues raised in class. The ability of the student to prioritize a value over another

and create a unique value system is known as organization. This can be assessed with the

need to value one’s academic work as against their social relationships. The subdomain

of characterization explains the ability to internalize values and let them control the

behavior of the individual. Given this, a student considers the academic work highly

important as it plays an important role in deciding the career path chosen rather than what

may be available (LSME, 2019)

Furthermore, the affective domain focuses on the attitudes, values, interests, and

appreciation of learners. The hierarchy associated with it begins with receiving and

listening to information and extends to characterization, or internalizing values and

consistently acting upon them. It focuses on allowing

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learners to understand what their own values are and how they have developed (UW,

n.d.)

Psychomotor Domain. The psychomotor domain includes utilizing motor skills

and the ability to coordinate them. The subdomains of psychomotor include perception;

set; guided response; mechanism; complex overt response; adaptation; and origination.

Perception involves the ability to apply sensory information to motor activity. For

instance, a student practices a series of exercises in a text book to score higher marks

during exams. Set, as a sub domain, involves the readiness to act upon a series of

challenges to overcome them. Relation guided responses, includes the ability to imitate a

displayed behavior or utilize a trial-and-error method to resolve a situation (Sousa, 2016).

The subdomain of mechanism includes the ability to convert learned responses into

habitual actions with proficiency and confidence. Students can solve exams questions

after they have confidently been able to answer some past questions. Complex Overt

responses explain the ability to skillfully perform complex patterns of actions. A typical

instance has to do with the ability of a student to have an increased typing speed when

using a computer. Adaptability is an integral part of the domain which exhibits the ability

to modify learned skills to meet special events. An instance is when a student who has

learned various underlying theories is able to invent or make a working model using

everyday materials. Origination also involves creating new movement patterns for a

specific situation (Sincero, 2011).

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In addition, the psychomotor domain encompasses the ability of learners to

physically accomplish tasks and perform movement and skills. There are several

different versions including different hierarchies – the examples here fall into

Harrow’s (1972) theory of the psychomotor domain. This hierarchy ranges from

reflexes and basic movement to non-discursive communication and meaningfully

expressive activity.

Text adventure titles were, the name suggests entirely devoid of Graphics

items areas, interactive with the game by entering simple words or phrases.

Computers of the day lacked variations of phrases. As computers of the day lacked

variations of phrases, they could usually understand only one or two versions. The

stories in text adventures varied wildly, covering many different genres and writing

styles. Though most of the cast players as nameless generic heroes who had to

explore a strange area, others placed more of a focus on character development and

plot-driven stories. From an interactive standpoint, interactive traditional stories,

multiple-ending stories, and branching path stories were all frequently employed,

and a few titles even neared the level of freedom and choice available in open-ended

stories. One of the most basic qualities of a game is the sensation of immersion felt

by the player, which should impel him to use his controller for many long hours.

(Josiah Libowitz,et.al, 2011).

Studies like “ Exploring the impact of Minecraft as the reading tool in the

classroom” by Smith et al ( 2018) and “Gamifying Reading Comprehension in

Minecraft” by Jones and Brown ( 2019)delve in the effectiveness of integrating

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Minecraft into educational settings for enhancing literacy skills.

These studies often highlight the immersive and interactive nature of

Minecraft, which engages learners in a dynamic environment, fostering critical

thinking and comprehension. Additionally, they discuss how incorporating narrative

elements with Minecraft scenarios can provide a context for reading and

comprehension activities.

One study worth exploring is “ Minecraft as a Creative Tool for Literacy:

A Case study by Marsh, et al. ( 2016). This study investigates the use of Minecraft to

enhance literacy skills including comprehension.

Additionally, “ Learning to read in a digital Age : Young children’s

Experiences with E- books * Apps by Takacs, Swart, and Bus( 2014 ) explores how

interactive digital environments, including games like Minecraft, can impact early,

literacy skills including comprehension.

As of my last knowledge update in January 2022, there may not be

specific scholarly articles on using Minecraft for improving comprehension.

However, the use of Minecraft in education, including its potential benefits for

comprehension, has been a topic of interest for educators and researchers.

Minecraft has been used to enable early access to the topic of language

and literacy (Bebbington, 2014; Garcia Martinez, 2014; Hanghøj, Hautopp, Jessen,

& Denning, 2014), digital storytelling (Garcia Martinez, 2014). This is an excellent

example of transformational play (Barab, Pettyjohn, Gresalfi, Volk, & Solomou,

2012; Barab, Gresalfi, & Ingram-Goble, 2010). The resulting accessibility enables
 25

active knowledge construction within constructivist approaches (Loyens & Gijbels,

2008; West & Bleiberg, 2013), as players can cooperate, selfregulate, and engage in

problems with many interactive elements. Furthermore, the simple but ingenious

idea of spatially represented blocks that provide simple functions (dirt can be

worked, generate grass, can be further processed) can be extended with new

functions or blocks (e.g., Codeblocks, Zorn et al., 2013). By using this mechanic,

spatial, interactive knowledge creation is possible. Researchers can use this simple

content-creation mechanic to produce research environments or to gather data

through plugins that track user information (Müller et al., 2014). Additionally, since

a high number of players want to play (or learn) after the sessions (Förster, 2012)

and Minecraft is a comparably cheap and technological simple application, many

players can actually do so. This is especially important as teachers name licensing

and expense as a major concern when they describe the barriers to using computer

games at schools 360 (Williamson, 2009). Thus, the time-expensive strengths of

Minecraft to enable freedom of the players within the game (Petrov, 2014) and to

increase motivation to further explore the topic (Bayliss, 2012) can be given enough

space. This advantage also applies to research projects that address long-term

experiments, as there are comparably low obstacles for the test subjects to continue

to play at home. Finally, the deliberately simple, stylized “retro-chic” visual

representation lowers the demands on the general appeal of Minecraft in comparison

to the high visual standards of modern off-the-shelf videogames. Thus, the game

could still appear aesthetically pleasing, even though modern games deliver far

superior three-dimensional worlds. Additionally, the game can be updated and

 26

adjusted to the topic at hand through modifications, additional shaders and texture

packs, and the simplistic visualizations can help focus the player on the intended

topic.

Research indicates how play is a significant mediator for learning and

socialization (Piaget, 1951) and how computer/video games promote engaged

learning and motivation for students (Habgood, Ainsworth, & Benford, 2005; Ke,

2008; Ke & Abras, 2013). In addition, techniques in video games such as virtual

simulation and problem solving are also key components for active learning (Gee,

2003). While there is limited research on the effects of Minecraft and learning

among students with special needs, research has acknowledged that web-based

games provide significant results for motivation and comprehension for these

children (Rezaiyan, Mohammadi, & Fallah, 2007). In order to enhance students’

reading comprehension and visualization skills, students can use Minecraft to

recreate different settings and scenes from literature they are currently reading and

use the game to offer predictions on what might happen in the texts. This

information can help students integrate information in multimedia formats and better

understand various topics and issues (CCSS. ELA-Literacy. RI. 6.7).

Theoretical Framework

According to Mojang, LLC, the creator of Minecraft, this video game is

about placing blocks and building structures simple or grand and working

together or alone to create wonderful, imaginative things (Mojang, n.d.). Minecraft

has a “three-dimensional Lego-like environment in which the user can build and
 27

interact with a virtual world” (Bos, Wilder, Cook, & O’Donnell, 2014, p. 56).

Minecraft allows players to use their creativity to build worlds using pixelated blocks

without any limitations. It also allows players to develop their own creative spaces,

explore the creative spaces of others, and interact with players on various

multiplayer public servers that are specially designed for Minecrafters with specific

subinterests. These servers provide Minecrafters opportunities to engage and create

with other Minecraft enthusiasts from all over the world. In Minecraft, there are two

modes in which youth operate: creative and survival. While creativity is more open-

ended, survival involves surviving a zombie apocalypse by finding shelter and food,

outmaneuvering monsters and spiders, and so forth. Additionally, there are other

survival subgames created by players, which involve competitive and collaborative

play. Overall, Minecraft has no agenda or rules, as there are no instructions, no

winners or losers, and no levels to reach and surpass.

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Conceptual Framework

Independent Variable Dependent Variable

Reading Comprehension

- Noting details
- Interpretation
Use of the video game - Making predictions
Minecraft for reading - Making inferences
comprehension

Cognitive
Affective
Psychomotor
Pre-test and post-test
scores on a
standardized reading
comprehension
assessment

Figure 1. Conceptual Framework of the Study

Presented in Figure 1 is the conceptual framework of the study. As seen in

the figure, the independent variable is the use of the video game Minecraft for

reading comprehension. It has three indicators which are the Cognitive Domain

through noting details, the Affective Domain through making predictions or

inferences, and the Psychomotor Domain through making inferences. On the other

hand, the dependent variable is a reading passage with the same indicators. The

arrow connecting the IV and the DV shows a perceived relationship between the two

variables.
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CHAPTER 2

Method

The study applied a quantitative research design. This section presents the

methods used in the conduct of the study. The research design, research environment,

study respondents, research instrument, and data collection and analysis are part of this

section.

Research Design

This quantitative research utilized the Experimental research method. This

experimental research design was deemed appropriate for this study since it aimed to

determine the possible existence of relationships among the variables understudy.

According to Abhijit Banerjee, et.al, as referenced by Markus Goldstein et al (2016), the

experimental method, brings theory to how we choose to do evaluations –

with some interesting insights . This method is used to collect data in order to

test hypotheses or answer questions about the current state of the study's subject.

Quantitative methods emphasize on objective measurements and numerical analysis of

data collected through polls, questionnaires or surveys. Quantitative research focuses on

gathering numerical data and generalizing it across groups of people. The

 30

purpose of quantitative descriptive studies is to find interrelationships between variables

(Martinez et al., 2014). Therefore, this design was best for this study because the current

study aimed to determine the significant difference between the academic learning of

students facilitated with video games and the learners not facilitated with the game

Minecraft.

Research Respondents

The respondents in this study comprised of 60 students who are the grade 7

students and finished their elementary year in Catalunan Pequeno Elementary School.
 31

Furthermore, the respondents were chosen purposively based on their availability and

accessibility for the researcher to perform the survey and considering that respondents

belong to the same perception. The respondents were selected through the use of

purposive quota sampling method. According to Acharya et al. (2013) expanded by Ilker

et al. (2016), purposive sampling is non- probability or non-random sampling technique,

chosen on the basis of the convenience of the investigator. Often the respondents are

selected because they are at the right place at the right time in which respondents

represent the population who meet specific practical criteria, such as easy accessibility,

geographical proximity, availability at a specific time, or willingness to participate, are

included in the study. Moreover, quota sampling is a non-probability sampling and it

can be defined as a sampling method of gathering representative data from a group.

Application of quota sampling ensures that sample group represents certain

characteristics of the population chosen by the researcher (Saunders, Lewis, & Thornhill,

2012).

Research Instrument

The instrument that was employed in the study was a researcher-made

questionnaire as an instrument to gather data about varying subjects. This data aimed to

know the level of academic learning. In the survey method of research, respondents

answered through questionnaires . This is a popular market research tool to collect

feedback from respondents today. A

 32

study to gather useful data should have the right survey questions. The survey is to be

conducted in a face-to-face manner, making it the preferred method for descriptive

research where the sample size is enormous.

The questionnaire underwent a process of validation to make sure that it could

provide the information necessary for the study. The results of the pretest were reliability

tested using Cronbach’s alpha. All items generated values higher than

.70 which means the items are statistically reliable as shown:

Variable Number of Items Cronbach’s Alpha

Cognitive Domain 5

Affective Domain 5

Psychomotor Domain 5
 33

Given below the scale used in the study:

Scale Range Description Descriptive Interpretation

4-5 3.26- Strongly The respondents indicate that academic learning

4.00 Agree has a strong influence on the work performance in
on-the-job training.
3 2.51- Agree The respondents indicate that academic learning
3.25 has influence on the work performance in on-the-
job training.
2 1.76- Disagree The respondents indicate that academic learning
2.50 has no influence on the work performance in on-
the-job training.
1 1.00- Strongly The respondents indicate that academic learning
1.75 Disagree has strongly no influence on the work
performance in on-the-job training.

Data Gathering Procedure

The following are the procedures that were followed by the researchers to get

sufficient information from the respondents. The researchers gathered all the information

needed. The respondents were grade 7 students who had finished their elementary grade

in Catalunan Pequeno Elementary School.

The researchers convened and looked for researchable problems related to

Reading comprehension . The possible research problems were to be beneficial. Second,

the researchers decided on the most feasible and relevant problems among the

suggestions and submitted them to our research professor for verification. Third, the

researchers finalized the general statement and title “THE ROLE OF THE VIDEO

GAME MINECRAFT IN IMPROVING THE READING COMPREHENSION OF

GRADE 7 STUDENTS under the graduate school”, together with the specific statement

of the problem. Along with this, the null hypothesis was also
 34
identified. Fourth, the researchers identified the possible respondents who met the inclusion

criteria of this study. Fifth, the researchers made questionnaire which were filled out by the

respondents to gather all the information for the study, aside from the questionnaire, consent

was given which was filled out by the respondents. Sixth, the researchers consulted the

Research Ethics Committee of the institution for the approval of the research and for ethical

review on the study presented. Seventh, the researchers waited for the results from the

Research Ethics Committee before the research was continued.

Eighth, the research paper was revised by the researchers prior to

conducting the study, after receiving the suggestion and recommendation that was given

by the Research Ethics Committee. Ninth, the researchers asked for permission from the

chosen respondents to be part of the study. After that, the researchers sent out letters duly

noted by their research professor permitting to conduct the survey to the graduate

students of Catalunan Pequeno National High School. Then, the researchers sent out the

questionnaire to the 60 respondents who were the graduate students that have finished

their elementary grade. The researchers then retrieved and organized all the

questionnaires answered by the respondents. Next, the researchers tallied the survey

results and applied the necessary statistical treatment. After that, the researchers

deliberated, analyzed, and interpreted the results accordingly to come up with

conclusions and recommendations. After coming up with Chapters 3 and 4 which were

the conclusions and recommendations, the final research paper was sent to our

research professor.
 35

for corrections, comments, and suggestions. Then, a revised research paper was

submitted to the research professor for approval. Last, a final defense was then scheduled

for presentation and approval of research.

Data Analysis
 36

Ethical Considerations

Ethical considerations were maintained throughout the study, particularly during

the survey and/or interview with respondents, to ensure that the participants' rights are

respected.

Social Value. Since the study focused on determining the influence of academic

learning to the work performance in on-the-job training of BSCA interns, the outcome

might serve as a solid foundation for school development. It may also be beneficial for

individuals who plan to enroll in college in the near future. Students who want to be

future customs brokers can benefit from the new information or literature generated as a

result of this study project.

Informed Consent. The study used the informed consent since the respondents

were 18 years old and above who were already considered of legal age. The respondents

were told about the contents of the study and were ensured that the respondents

understood exactly what the study is about and the importance of his/her participation.

Prior to data collection, respondents were asked if they are willing to take part in the

survey. The names and emails of the respondent were not collected as they remained

anonymous. They were told that their participation was voluntary and that they may quit

participation anytime they decide to stop answering the questionnaire because of

discomfort and other reasons. The link to the questionnaire was given to them after they

accepted. Because data collection was done online, the informed consent letter was added

to the opening section of the questionnaire for formality and to reiterate their right to

participate or not to the survey.

 37

Risk Benefits and Safety. Respondents were assured that there were no

dangers associated with their participation. Because all data were collected online, the

danger posed by the pandemic was no longer a worry for the research at hand. The safety

of the participants was assured as well, since their confidentiality was protected, and they

remained anonymous. Further their participation gave them the chance to share in the

creation of relevant information, which was the benefit they derived in the study.

Privacy and Confidentiality of Information. Researchers adhered to the

principles of transparency, legitimate purpose, and proportionality in the collection,

retention, and processing of personal information based on the Data Privacy Act of 2012.

The privacy and confidentiality of the information collected was respected. Unless

required and authorized, no names of individuals or corporations were revealed or

mentioned in the work. Because the survey was conducted online, the data gathered

(completed Google forms) was handled alone by the respondents, and was appropriately

disposed of when the study was completed to protect privacy. The printed copies

produced on these data were shredded to pieces after its use. The computer files

containing the Google forms and data derived from the survey was deleted after the paper

was finalized and presented to the public.

Justice. In terms of fairness, the researcher ensured that respondents were

chosen purposively based on their availability and accessibility for the researcher to

perform the survey and considering that respondents belong to the same perception. It

was ensured that the respondents were identified in

 38

accordance with the study's goals. As a form of compensation for their participation,

respondents were acknowledged in the research as an expression of appreciation.

Transparency. The researchers resolved any potential conflicts of interest that

may be developed throughout the study's performance and ensured that any potential bias

was removed. If given the chance, the researchers welcome any opportunity to present

the study in the intuitional research congress or any research forum. Furthermore, the

researchers only published correct information based on the study's findings.

Qualification of Researchers. The proponents of the study are officially

enrolled in Business Research this first semester of school year 2021-2022, thus, making

them qualified to undertake the research activity as part of the subject requirement.

Adequacy of facilities. To enable the easy collection of data required facilities

were ensured. The researchers secured laptops and other gadgets with strong internet

connection to make sure that the questionnaire reached the respondents. Questionnaire

items were encoded in Google forms and were sent to respondents online. The link of the

Google forms was sent to respondents via their Facebook messenger or emails for easy

access.

Community Involvement. In preparing the questionnaires and during the

gathering of data, proper care was given to avoid biases against race, religion, and

culture. The researchers duly acknowledged the respondents for their

 39

participation in the completion of the study. Further, the researchers made sure that the

Program Chair of the Bachelor of Science in Customs Administration (BSCA) was

informed that such study will be conducted. The proposal paper and instrument went

through ethics review to ensure that human rights were respected as well as data privacy

was observed.
 40

CHAPTER 3

Results and Discussions

This chapter depicts the results of the study and their discussions. Data from the

survey results are presented in tabular forms.

The presentation of findings was anchored on the sequential display of the study’s

problems and was divided into two sections. The first part presents the level of academic

learning on the three domains (cognitive domain, affective domain, and psychomotor

domain), and the level of work performance in on-the- job training on the three indicators

(personal traits, job performance, and adherence to company policies) The second part

shows the result of the test of significant influence.

Table 1. Level of Academic Learning

Indicators Mean SD Verbal Interpretation
Description
Cognitive 3.338 .6174 Very High Academic learning in this domain is
Domain excellent

Affective Domain 3.380 .5953 Very High Academic learning in this domain is
excellent

Psychomotor 3.340 .6347 Very High Academic learning in this domain is

Domain excellent

Total/IV ave 3.353 .5762 Very High Academic learning in this domain is
excellent
 41

Table 1 projects the level of academic learning of the respondents which is

generally Very High especially in the Affective Domain (3.380). The respondents rated

the domain very high in the item “I have the ability to organize my thoughts and take

control of my emotions” (3.44). Followed by a high rating in the Psychomotor Domain

(3.340) in the item “I have the ability to revise procedures and adapt to the environment

to meet a problem situation” (3.44). However, the Psychomotor Domain also received

low ratings on item “I have the ability to classify and compute customs-related charges”

(3.29); and the item “I have the ability to organize and perform well, and be aware of the

priority in the on-the-job training environment” (3.29). On the other hand, the Cognitive

Domain (3.338), despite being rated positively, was given the lowest rating among the

three indicators by the respondents. Specifically, the respondents gave the lowest ratings

to “I use analytical and critical thinking when solving customs- related problems” (3.29);

and the item “I have the ability to justify my own answers in given problems” (3.28).

Moreover, the overall standard deviation is generally low (0.5762) which means that the

data are not scattered and are clustered around the overall mean.

It could be taken that the respondents are not entirely confident when it comes to

solving customs-related problems since computation of customs duties, taxes, and other

charges requires analytical and critical thinking skills which can be developed through

proper education and practice. The respondents may also have difficulty in making

decisions in certain problems which can be attributed to

 42

their lack of confidence in solving customs-related problems. Regardless, these domains

were still rated Very High by the respondents.

Findings on the domains of academic learning of interns could be a reference for

work performance in on-the-job training. Because most organizations use education as an

indicator of a person’s skill levels or productivity (Benson, Finegold, & Mohrman, 2004),

they frequently employ it as a prerequisite in hiring decisions. Academic learning serves

as a measure of students’ progress in developing the knowledge and skills that are

essential for their future career (Ali et al., 2009). Cognitive, affective, and psychomotor

domains are among being measured by educational psychologist especially on the level

of skills that requires coordination of movement of their physical, knowledge and the

technique to assess the students after internship (Huit, 2009). From there, the educator

knows the level of confident and competencies of students after internship through the

assessments given after internship.

Table 2. Level of Work Performance in On-the-Job Training

Indicators Mean SD Verbal Interpretation
Description
Personal Traits 3.392 .5956 Very High Work performance is excellent

Job Performance 3.480 .5735 Very High Work performance is excellent

Adherence to 3.436 .6711 Very High Work performance is excellent

Company
Policies
Total 3.436 .5693 Very High Work performance is excellent
 43

The level of work performance in on-the-job training (Table 2) is generally Very

High. Job Performance (3.480) got the highest level of rating specifically on the item “I

perform assigned tasks in an organized and orderly manner” (3.53); and item “I willingly

accept work assignments and/or responsibilities” (3.51). Giving them more

responsibilities because of their willingness would make them feel important as part of

the team. Realizing the importance of teamwork would provide them better

understanding of cooperation and unity towards the achievement of common goals. They

can also work independently in an organized and orderly manner because they are

confident that they can finish the task accordingly.

The lowest mean was evident in Personal Traits (3.392) specifically on the item “I

possess above average oral and written communication skills” (3.22) which is still High.

Employers are always looking for graduates who are good in both written and oral

communications. Therefore, interns must be able to transform their feelings and thoughts

to useful ideas and opinions that would lead the organization to progress. The graduates

must also learn to adopt the culture and communication climate of certain establishment

in order to build worthy interpersonal relationships (Laguador, 2013a). A low level

compared to other items was also given to the item of Adherence to Company Policies

(3.436) “I am present at the on-the-job training most of the time” (3.36) which is still

Very High. Punctuality is being valued in the university especially in coming to school

on time. Teachers are the role model on their attendance that will serve as good training

for the students to value the time they need to wake up early and catch
 44

up the first lesson in the morning without being late. That habit will later become their

routine until they join the workforce of professionals (Laguador, 2013b).

Teaching the students the value of time management is an important aspect of

success that they should possess. Planning ahead would provide many opportunities to

think about alternatives and getting earlier at work is a sign of good time management.

Moreover, the overall standard deviation is generally low (0.5693) which means that the

data are not scattered and are clustered around the overall mean.

The respondents’ perception on the level of work performance in on-the- job

training coincides with Rotundo and Sackett’s (2002) research that the three categories of

performance behaviors which are core task performance, counterproductive performance,

and citizenship performance contributed to overall performance rating.

Table 3. Pearson Correlation Table and Model Fit Summary

Academic Learning Work Performance in On-the- Correlation Strength
Job Training
Cognitive Domain 0.802* Very Strong
Affective Domain 0.840* Very Strong
Psychomotor Domain 0.859* Very Strong

* Significant at 0.01 level of significance (2-tailed)

In correlation analysis, all the Academic Learning indicators were found to have

significant positive correlation values with the “Work Performance in On- the-Job

Training” with “Psychomotor Domain” emerging as having the strongest

 45

positive correlation with “Work Performance in On-the-Job Training” with a correlation

value of .859. Meanwhile, “Cognitive Domain” showed the weakest positive correlation

value of .802 with the dependent variable among the three indicators.

This study relates with the conclusions made by Martinez, et al. (2014) that

students with high academic performance also obtained high training performance and

vice versa. Further, the academic learning indicators contribute to an intern’s work

performance in on-the-job training.

Table 4. Regression Coefficients with Academic Learning Variables as

Influencers of Work Performance in On-the-Job Training
R-

Variables B SE β t P VIF squared

Constant .491 .154 3.187 .002

Cognitive Domain .147 .080 .159 1.832 .070 3.640

Affective Domain .330 .084 .345 3.927 <.001 3.726 0.801

Psychomotor

Domain .402 .079 .448 5.087 <.001 3.743

R = 0.895; ∆R² = 0.795; DW = 1.629; F = 129.101; Sig. = <0.001

The regression results (Table 4) suggest that there are only two indicators of

Academic Learning variables that have p values less than significance values of 0.05.

This means that these variables significantly influence Work Performance in On-the-Job

training to wit: Affective Domain (B = .330, p<.001)

 46

and Psychomotor Domain (B = .402. p<.001). The linear combination of these predictors

explains that 80.1 percent of the variability in work performance in on- the-job training

can be explained by the academic learning (R² = 0.801, F = 129.101, p<0.05). Further,

the very close difference between R² and adjusted R² (0.006) denotes a more reliable

model.

Although the variables Affective Domain and Psychomotor Domain are

statistically significant, the standardized coefficient indicate that it is Psychomotor

Domain that has the most influence on the work performance in on-the-job training of

interns:  = 0.448, t = 5.089, p<.001. Between these two significant variables, it is

Affective Domain that has the lowest influence.

The Cognitive Domain (B= .147, p = .070) of academic learning does not show

significant influence to the work performance in on-the-job training of interns

The VIF values in the table indicate that there are no multicollinearity concerns

present in the analysis. This indication is derived in relation to the view that VIF values

that exceed 10 suggest potential multicollinearity problems in the model. In addition, the

tolerance values are higher than .20 denoting that there is no problem of multicollinearity.

The regression equation for this model is as follows:

Work Performance = .491 + .402 * Psychomotor Domain + .330 * Affective

Domain

= .491 + .402(3.340) + .330(3.380)

= 2.949 (High)
 47

CHAPTER 4

Conclusions and Recommendations

This chapter concludes the research study. It presents the summary of findings,

conclusions, and recommendations that were derived from the analysis and interpretation

of the data that was obtained.

Summary of Findings

This research paper primarily aimed to determine the significant influence of

academic learning to the work performance in on-the-job training of Bachelor of Science

in Customs Administration interns in one private higher education institution in Davao

City, Philippines. The research design used in this study was descriptive-correlational

method. The research instrument used was a researcher-made questionnaire to gather and

quantify data. The research respondents comprised of 100 students who have graduated

and completed their on-the-job training program under the course of Bachelor of Science

in Customs Administration from a private education institution situated Davao City. The

researchers selected the respondents through the use of purposive quota sampling

method.

Proceeding to the level of academic learning, results showed that respondents had

excellent academic learning in terms of cognitive, affective, and

 48

psychomotor domains. Under cognitive domain, respondents have adequate background

knowledge of Customs Administration course and were able to apply it in a real situation.

Under affective domain, respondents were able to organize their thoughts and control

their emotions. Under psychomotor domain, respondents were able to revise procedures

and adapt to the environment to meet problem situations.

As for the level of work performance in on-the-job training, results showed that

respondents had excellent work performance in terms of personal traits, job performance,

and adherence to company policies. Under personal traits, respondents dressed neatly and

appropriately for on-the-job training. Under job performance, respondents performed

assigned tasks in an organized and orderly manner. Under adherence to company

policies, respondents showed the ability to perform routine on-the-job training

procedures.

Moreover, using Pearson Correlation, results showed that there is a significant

relationship between the intern’s academic learning and work performance in on-the-job

training. Using regression analysis, results showed that two of the indicators of academic

learning influenced the intern’s work performance in on-the-job training, with

psychomotor domain having a p-value of

<.001 and affective domain having a p-value of <.001.

In conclusion, the findings rejected the theoretical assumption of no significant

relationship between academic learning and work performance in on- the-job training of

BSCA interns as well as the theoretical assumption that no

 49

indicators of academic learning significantly influence work performance in on- the-

job training of BSCA interns.

Conclusions

From this study, the level of academic learning of interns in terms cognitive,

affective, and psychomotor domains were excellent. Affective Domain was rated the

highest with interns having organized thoughts and control of their emotions, followed by

Psychomotor Domain with interns being able to revise procedures and adapt to the

environment when faced with problems, and Cognitive Domain with interns having

adequate background in Customs Administration and are able to apply them in real

situations. However, interns need more confidence in terms of analytical and critical

thinking as well as in making sound judgements.

Moreover, the level of work performance in on-the-job training in terms of

personal traits, job performance, and adherence to company policies also obtained an

excellent performance. Job Performance was rated the highest with interns being able to

perform assigned tasks in an organized and orderly manner, followed by Adherence to

Company Policies with interns being able to perform routine on-the-job training

procedures, and Personal Traits with interns being able to dress neatly and appropriately

for on-the-job training. Although, interns need to work on enhancing their oral and

written communication skills as well as their punctuality.

 50

Academic learning in terms of cognitive, affective and psychomotor domains had

strong positive correlation with work performance in on-the-job training. Specifically,

Psychomotor Domain having the strongest positive correlation with work performance in

on-the-job training. It can be concluded that there is a significant relationship between the

intern’s academic learning and work performance in on-the-job training.

Academic learning in terms of affective and psychomotor domains significantly

influences the work performance in on-the-job training of BSCA interns. With

Psychomotor Domain having the highest influence in the work performance in on-the-job

training followed by Affective Domain. Cognitive Domain had weak influence with the

work performance in on-the-job training of BSCA interns. The findings showed that

interns did not fully utilize their cognitive domain. Even though skill and attitude are an

important part in the on-the-job training program, but if the interns are lack at cognitive

level, it will lower their performance. In fact, the ability to think, understand, and apply

should be practiced in order to improve their performance. It is equally important in the

affective and psychomotor, interns must have all elements of affective and psychomotor

domain with the existence of cognitive domain in order to perform well. In other words,

if interns need to have strong attitude and skills performance, they need to have strong

knowledge similarly to interns who want to be good in a theory part, they must have a

good skills and attitude as well. Certainly, interns need to have knowledge, attitude and

skills in order to be a successful Licensed Customs Broker in this industry.

 51

Recommendations

The following recommendations are created based on the results of this study in

benefit of the following:

The researchers recommend the interns to improve the necessary skills and

knowledge for them to gain confidence when exposed to a real work environment after

college. Specifically, analytical and critical thinking skills in solving customs-related

problems to enhance their computation skills which would also help them when applying

for a job in the industry. It is also recommended that interns learn from their experience

in the on-the-job training program to enhance their ability to make better decisions in

certain problems they may handle in the real-life work situation. Furthermore, interns

should also attend the orientations, seminars, and workshops provided by the institution

to further enhance their knowledge and skills in the field.

Second, the institution should continue its mission in providing quality education

through continually updating the course syllabus by providing training and seminars to

Customs Administration professors and continuously improve the Customs

Administration curriculum and the quality of the On-the-Job Training Program. The

private higher education institution should also continuously upgrade facilities like the

mock laboratory to enhance further the knowledge and skills of the interns necessary

for the future work assignments. In addition,

 52

orientations, seminars and workshops should be taken in place before the Customs

Administration interns join the group of professional employees with the objective of

increasing their level of awareness and confidence. Not all seminars might be useful to all

Customs Administration interns, but it is suggested to implement a program design that

would develop what is missing to the skills and values of the interns to make this

undertaking worthwhile.

Third, the instructors should continue improving their delivery of instructions, and

the OJT manual and guide yearly to make it appropriate to the current processes of the

institution and needs of the industry partners. They should also develop new teaching

strategies to help the interns with their academic learning. Moreover, they should help

interns realize that through attending seminars or inviting qualified speakers during

assemblies and college days the benefit of having positive mental attitude that would

provide them a source of reflection. This could somehow change their views in life to

increase their level of study habits, and be more active and cooperative individual while

working in a team that they may use towards the productivity of their future employment.

Lastly, the researchers recommend that the future researchers who will be

studying the related topic to use the material from this study in order to gain a better

grasp of the linked themes. The future researchers are also encouraged to present detailed

and timely action plans based on the findings that are relevant to their scenario.
 53

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61
 62

Appendix A

Informed Consent

Dear Valued Respondent;

Greetings of peace!

The undersigned is a student of the Bachelor of Science in Customs Administration of the

Holy Cross of Davao College.

I am inviting you to participate in a survey as part of the dissertation entitled “Academic

Learning and Work Performance in On-the-Job Training of Bachelor of Science in

Customs Administration Interns”. If you agree to participate, you will be asked to

complete the survey questions. Responses will be kept confidential and there are no

foreseeable risks associated with the participation in the survey. There are no direct

benefits to you as participant other than to further research on the topic or related topic.

Your participation in the study will be voluntary, and you may withdraw from the study

at any time and for any reason. If you decide not to participate or if you withdraw from

the study, there is no penalty or loss of benefits to which you are otherwise entitled. You

may call the undersigned for clarifications at (0917) 722-3884 or email at

trishamarie.siy@hcdc.edu.ph.

Thank you.

TRISHA MARIE V. SIY

 63

Appendix B

Survey Questionnaire

Dear Respondents,

Good day!

We are students of the Bachelor of Science in Customs Administration of Holy

Cross of Davao College presently conducting a study on “ACADEMIC LEARNING

AND WORK PERFORMANCE IN ON-THE-JOB TRAINING OF BACHELOR OF

SCIENCE IN CUSTOMS ADMINISTRATION INTERNS”. In this

connection, we are inviting you to be one of our respondents for this study. Rest assured

that your answer will be treated with utmost confidentiality.

We are thankful for your participation. God

bless!

The Researchers

Academic Learning and Work Performance in On-the-Job Training of

Bachelor of Science in Customs Administration Interns

I. Level of Domains of Academic Learning

Instruction: Please rate the level of effects about each of the following statements and

check ( ) the boxes for the most appropriate answer using the scales below:

Scale Interpretation Meaning

4 Strongly Agree The respondent believes he/she possesses

the skill.

3 Agree The respondent thinks he/she somewhat

 64

possesses the skill.

2 Disagree The respondent thinks he/she somewhat

lacks the skill.

1 Strongly Disagree The respondent believes he/she lacks the

skill.

I. a. Cognitive Domain 4 3 2 1

1. I have adequate background knowledge and am able to

apply it in a real situation.

2. I have the ability to undertake customs-related problem

identifications and provide solutions.

3. I use analytical and critical thinking when solving customs-

related problems.

4. I have the ability to justify my own answers in given

problems.

5. I have the ability to understand tariff and customs laws.

I. b. Affective Domain 4 3 2 1

1. I am able to behave professionally and practice moral

ethics.

2. I have the ability to convey spoken or written ideas not only with

fellow customs administration interns, but also with the

community.
 65

3. I have the ability to function effectively as an individual and in a

group with the capacity to be a leader or manager as well

as an effective team member.

4. I am able to listen attentively in discussions.

5. I have the ability to organize my thoughts and take control

of my emotions.

I. c. Psychomotor Domain 4 3 2 1

1. I have the ability to classify and compute customs-related

charges.

2. I have the ability to use the techniques and skills necessary

to become a Licensed Customs Broker.

3. I have the ability to organize and perform well, and be

aware of the priority in the on-the-job training environment.

4. I have the ability to perform tasks successfully without

supervision.

5. I have the ability to revise procedures and adapt to the

environment to meet a problem situation.

II. Level of Work Performance in On-the-Job Training

Instruction: Please rate the level of effects about each of the following statements and

check ( ) the boxes for the most appropriate answer using the scales below:

Scale Interpretation Meaning

4 Strongly Agree The respondent believes he/she possesses

 66

the skill.

3 Agree The respondent thinks he/she somewhat

possesses the skill.

2 Disagree The respondent thinks he/she somewhat

lacks the skill.

1 Strongly Disagree The respondent believes he/she lacks the

skill.

II. a. Personal Traits 4 3 2 1

1. I dress neatly and appropriately for on-the-job training.

2. I have a pleasing personality, am cheerful and good-

humored.

3. I possess above average oral and written communication

skills.

4. I project self-confidence and enthusiasm.

5. I demonstrate leadership potential.

II. b. Job Performance 4 3 2 1

1. I willingly accept work assignments and/or responsibilities.

2. I deliver promptly assigned tasks and responsibilities.

3. I perform assigned tasks in an organized and orderly

 67

manner.

4. I exhibit the ability to function well under pressure.

5. I deliver assigned tasks within acceptable quality.

II. c. Adherence to Company Policies 4 3 2 1

1. I am present at the on-the-job training most of the time.

2. I come at the on-the-job training on time.

3. I adhere to company rules and regulations.

4. I show the ability to perform routine on-the-job training

procedures.

5. I show adequate knowledge in performing assigned tasks

and work assignments.

Appendix C
 68

Letter to Program Head

Appendix D
 69

Validation Letter

Appendix E
 70

Statistical Result

Cronbach’s Alpha
 71

Independent Variable Mean and Standard Deviation

 72

Dependent Variable Mean and Standard Deviation

 73

Pearson Correlation
 74

Regression Analysis
75
76
 77

Appendix F

Curriculum Vitae

Name: Fritz Iyann C. Abasalo

Address: 520 R. Castillo Street, Agdao, Davao City
Personal Information:
Sex: Female
Age: 20
Date of Birth: June 12, 2001
Place of Birth: Davao City
Religion: Bible Baptist
Nationality: Filipino
Parents:
 78

Mother: Cherry Ann C. Abasolo

Father: Fritz D. Abasolo

Educational Background:
Elementary:
Secondary Education:
Junior High School:
Senior High School:
Tertiary:
Lapu-Lapu Elementary School
School Year 2006-2013
Holy Cross of Agdao
School Year 2013-2017
San Pedro College
School Year 2017-2019
Holy Cross of Davao Sta. Ana Avenue
Bachelor of Science in Customs Administration

Curriculum Vitae

Name: Jemuel Yani T. Acoba

Address: Phase 2 Doña Luisa, Matina Aplaya, Davao City
Personal Information:
Sex: Male
Age: 21
Date of Birth: November 7, 2000
Place of Birth: Tacurong City, Sultan Kudarat
Religion: Roman Catholic
Nationality: Filipino
Parents:
Mother: Louella T. Acoba
 79

Father: Rejhon T. Acoba

Educational Background:
Elementary:
Secondary Education:
Junior High School:
Senior High School:
Tertiary:
Jean Piaget System Inc.
School Year 2010-2012
Notre Dame of Tacurong College
School Year 2012-2015
Philippine Women’s College of Davao
School Year 2015-2019
Holy Cross of Davao Sta. Ana Avenue
Bachelor of Science in Customs Administration

Curriculum Vitae

Name: Jeremy Butz N. Garrido

Address: Phase 3 Doña Asuncion, Barrio Pampanga,
Davao City
Personal Information:
Sex: Male
Age: 21
Date of Birth: November 2, 2000
Place of Birth: Davao City
Religion: Roman Catholic
Nationality: Filipino
Parents:
 80

Mother: Maryjie N. Garrido

Father: Jaime A. Garrido

Educational Background:
Elementary:
Secondary Education:
Junior High School:
Senior High School:
Tertiary:
Doña Asuncion Elementary School
School Year 2010-2012
Philippine Nikkei Jin Kai International
School Year 2012-2017
San Pedro College
School Year 2017-2019
Holy Cross of Davao Sta. Ana Avenue
Bachelor of Science in Customs Administration

Curriculum Vitae

Name: Hezekiah H. Salinas

Address: #24 Lobster Street, Seaside Subdivision, Matina
Aplaya, Davao City
Personal Information:
Sex: Male
Age: 21
Date of Birth: March 11, 2000 Place
of Birth: Davao City Religion:
Roman Catholic Nationality: Filipino
Parents:
 81

Mother: Maria Salve C. Hermogenes

Father: Federick A. Salinas

Educational Background:
Elementary:
Secondary Education:
Junior High School:
Senior High School:
Tertiary:
Christian Colleges South of Asia
School Year 2006-2011 St.
Mary Learning School
Year 2011-2013
Philippine Women’s College of Davao
School Year 2013-2017
Philippine Women’s College of Davao
School Year 2017-2019
Holy Cross of Davao Sta. Ana Avenue
Bachelor of Science in Customs Administration

Curriculum Vitae

Name: Trisha Marie V. Siy

Address: Door 2 Seev Apartment, E. Lopez Street,
Sandawa,
Davao City
Personal Information:
Sex: Female
Age: 21
Date of Birth: December 13, 2000
Place of Birth: San Juan City, Metro Manila
Religion: Roman Catholic
Nationality: Filipino

Parents:
Mother: Lynette B. Veneracion
Father: William A. Siy
Educational Background:
Elementary:
Secondary Education:
Junior High School:
Senior High School:
Tertiary:
82
O.B. Montessori Center Inc.
School Year 2006-2013
O.B. Montessori Center Inc.
School Year 2013-2017
San Pedro College
School Year 2017-2019
Holy Cross of Davao Sta. Ana Avenue
Bachelor of Science in Customs Administration