Impact of Level of Gender Equality Awareness

to the Academic Performance of

Senior High School Students

A Research Work Presented to the Faculty and Staff of Senior High School

Department of Telbang National High School, Telbang Alaminos City

In Partial Fulfilment of the Requirements for Practical Research 2, and Inquiries,

Investigatories and Immersion of the Humanities and Social Science (HUMSS) strand

under Academic Track

By:

Crisa C. Carambas

Mariel C. Magsisi

Mark Bryan C. Nartatez

Rhica R. Padilla

John Francis Ramal

Jeorge R. Ragudos

Andrea Rubie C. Reynaldo

May D. Torres

2024
 Chapter 1

THE PROBLEM AND ITS SETTING

This chapter presents the background of the research work, the statement of

the problem and research question, the hypothesis, the significance of the research

work, the scope and delimitation, and lastly, the definitions of terms.

Background of the Research Work

Gender equality is a fundamental human right that is vital for achieving

sustainable development and creating inclusive societies. Education is a powerful tool

for promoting gender equality and empowering individuals to challenge societal

norms and stereotypes. As such, it is essential to introduce gender equality

awareness at an early age, particularly among senior high school students. Telbang

National High School (TNHS), located in Telbang National High School, recognizes

the significance of promoting gender equality among its senior high school students.

However, there is a lack of research examining the specific strategies and

approaches for introducing gender equality awareness in this particular school

context.

Gender equality within the realm of education stands as the cornerstone for

building equitable and just societies. It is not merely a matter of ensuring equal

opportunities but also about dismantling deep-rooted societal norms and systemic

barriers that perpetuate gender-based discrimination. Education serves as the

conduit through which these barriers can be challenged and eventually eradicated.

At its essence, education empowers individuals by imparting knowledge,

nurturing critical thinking, and fostering a sense of agency. When gender equality

becomes an integral part of the educational ethos, it equips students, irrespective of

gender, with the tools to challenge stereotypes, advocate for their rights, and make

informed decisions. By instilling values of equality, education becomes a catalyst for

personal and societal transformation.

Gender disparities in education manifest in various forms, including unequal

access, retention rates, and disparities in subject choices or career aspirations.

Addressing these disparities through a lens of gender equality creates a more

inclusive educational environment. It ensures that all students have equal access. to

educational resources, opportunities, and support systems, regardless of their

gender identity.

By integrating gender equality principles into the curriculum, educators can

actively dismantle preconceived notions of gender roles and expectations. This

enables students to explore diverse perspectives, challenge biases, and develop a

more nuanced understanding of gender dynamics within society.

Gender equality in education has far-reaching implications for economic and

social development. Studies consistently show that investing in girls' education yields

significant socio-economic benefits, including higher workforce participation, reduced

poverty rates, and improved health outcomes. Additionally, fostering a culture of

gender equality in educational settings contributes to the development of tolerant,

empathetic, and socially responsible citizens.

The attainment of gender equality in education aligns with global agendas

such as the United Nations' Sustainable Development Goals (SDGs). Specifically, it

intersects with Goal 4 (Quality Education) and Goal 5 (Gender Equality) by

emphasizing the need for inclusive and equitable education that eradicates gender

disparities and promotes lifelong learning opportunities for all. Gender equality in

education transcends beyond achieving parity in enrolment numbers; it embodies the

essence of transformative change. It nurtures individuals who are not only

academically proficient but also empathetic, gender-sensitive, and equipped to

challenge systemic inequalities. Education becomes a catalyst for societal shifts,

paving the way for a more equitable, inclusive, and prosperous future for all.

Situated in Region 1, TNHS embodies a rich tapestry of cultural, social, and economic

diversity. Within this dynamic milieu, the school serves as a microcosm where

societal norms intersect and interact. Despite its commitment to promoting gender

equality, a dearth of specific research tailored to the unique context of TNHS exists.

Understanding the intricacies of this particular setting becomes paramount in

devising effective strategies that resonate with the students, educators, and broader

community. This research aims to explore of gender equality awareness to the

academic performance among senior high school students at Telbang National High

School.

By analyzing the existing curriculum, institutional policies, and extracurricular

activities related to gender equality, the study seeks to understand the current state

of gender equality within the school environment. The research will also investigate

the students' knowledge and attitudes towards gender equality, as well as their

experiences and perceptions of gender-related issues at Telbang National High

School.

This will involve conducting surveys or questionnaires, interviews, and focus

group discussions with both male and female senior high school students. Through

this research, we aim to identify the gaps, challenges, and potential opportunities for

promoting gender equality awareness at TNHS. The findings will provide valuable

insights for educators, administrators, and policymakers, enabling them to develop

tailored interventions and strategies to effectively introduce and embed gender

equality principles within the school's curriculum and activities. Furthermore, the
outcomes of this research will contribute to the broader discourse on gender equality

in educational settings, providing evidence- based recommendations that can be

used by other schools, districts, and educational institutions. By addressing issues of

gender inequality at the senior high school level, we hope to foster a generation of

students who are equipped with the necessary knowledge, skills, and attitudes to

promote gender equality in their future endeavours. Ultimately, this research aims to

create an inclusive and supportive learning environment that values and respects all

students, regardless of their gender, and prepares them to become active

contributors to a more equal and just society.

Statement of the Problem and Research Questions

The problem that this study aims to address is the gap in the awareness of

gender equality among senior high school students at Telbang National High School,

school year 2023-2024. Despite the significant strides in promoting gender equality

globally, students still lack sufficient knowledge and understanding of the concept.

The curriculum in the school does not explicitly address the issue of gender

inequality, and there is low representation of diverse genders in leadership positions

and extracurricular activities. Moreover, the school does not have any program or

intervention aimed at promoting gender equality and combating gender-based

discrimination. Consequently, the lack of awareness and education among students

may perpetuate unequal treatment, gender-based bullying, and harassment.

Therefore, this study seeks to explore the level of gender equality awareness to the

academic performance of senior high school students at Telbang National High

School, with the purpose of promoting a culture of respect, inclusion, and non-

discrimination. Specially, it seeks to answer the following questions:

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

a) age;

b) gender; and

c) track and strand?

2. What is the level of awareness among senior high school students at Telbang

National High School?

3. What are the gender disparities in terms of:

a) curricular.

b) co-curricular

c) extra-curricular

4. Is there a significant relationship between the level of gender equality awareness

and gender disparities in the academic performance of Senior High School students?

Hypothesis

There is no significant relationship between the level of gender equality

awareness and gender disparities to the academic performance of Senior High

School students?

Significance of the Research Work

The significance of the study impact of level of gender equality awareness to

the academic performance of senior high school students can be observed in various

aspects:

Students: This study can benefit the students by promoting a culture of

respect, equality, and non-discrimination. With the implementation of gender

equality awareness programs, students can develop a deep understanding of the

concept of gender equality and its importance in creating a more inclusive society.

Teachers: This study can help teachers understand the importance of

incorporating gender equality awareness in the school curriculum, which can not only

promote greater awareness and understanding among students but also provides the

opportunity to address societal biases and stereotypes.

School Administrators: The study can provide school administrators with

insights about the impact of gender inequality and the significant role that schools

can play in promoting gender equality. It can also help them identify any gaps and

the need for policy changes that can be implemented to ensure the same.

Parents: Parents play an influential role in shaping their children's attitudes

and behavior. The study can help parents understand the key concepts of gender

equality, which they can communicate with their children and help in promoting a

positive outlook towards diverse genders.

Future Researchers: The study can provide a foundation for future

researchers to explore the best practices in teaching gender equality awareness

within schools. This can help facilitate the necessary steps that can be taken to drive

appropriate changes in gender equality education.

Scope and Delimitation

The scope of this study is to know the impact of gender equality awareness

on the academic performance of senior high school students of Telbang National

High School. The study will focus on assessing the impact of gender equality

awareness on students' knowledge, understanding, attitudes, and behaviors related

to gender equality. The study will involve a specific sample of students, teachers,

school administrators, and parents from Telbang National High School.

 However, there are certain delimitations to be acknowledged. Firstly, the

study will be conducted within a specific time frame, which may limit the ability to

capture the long-term effects of gender equality awareness. Secondly, the study will

rely on self-reported data, which may be subject to self-report bias and social

desirability effects. Participants may provide responses that they believe are socially

acceptable rather than reflecting their true attitudes and behaviors. Additionally, the

study will not account for the influence of external factors such as media, community

norms, and societal changes, which may also impact students' attitudes and

understanding of gender equality. Finally, the findings of this study may not apply to

other schools with different demographics, cultural contexts, or educational settings,

limiting the generalizability of the results. Despite these limitations, this study will

provide valuable insights into the effectiveness and perceptions of gender equality

awareness in the specific context of Telbang National High School.

Definition of Terms

The following terms are lexical and operationally defined for a clearer

understanding of the presentation, analysis, and interpretation of data in the study.

Gender Equality: According to Google, the principle is that all individuals,

regardless of their gender, should have equal rights, opportunities, and treatment in

all aspects of society. In this research work, it will be used as the foundational

concept to assess the respondents understanding, attitudes, and actions regarding

equality between genders.

Gender Equality Awareness: According to Meriam Webster Refers to the

level of knowledge, understanding, and acknowledgment of the importance of

gender equality among individuals. It involves recognizing the existing inequalities

and promoting efforts to address them. In this research work, it will be used as a
measure of the student's understanding of gender-related issues and their

awareness of gender equality principles.

Senior High School Students: According to Google, this refers to students

in the final years of their high school education, typically at the ages of 16 to 18

years old, pursuing advanced studies before entering college or university. In this

research work, it served as the respondents of the researcher.

Gender Disparity: According to Google, Refers to the unequal treatment,

opportunities, or representation between different genders. In this research work, it

can be used as a key variable to assess the extent of inequalities between genders in

various academic, social, and cultural contexts.

Curricular: According to Meriam Webster Gender disparities in curricular

activities refer to differences in how boys and girls are treated or represented in the

formal educational subjects or programs taught in school. In this research work it

may be used to specifically refer to the gender equality content within the students'

academic curriculum.

Co-curricular: According to Google, Gender disparities in co-curricular

activities involve differences in participation, opportunities, or treatment of boys and

girls in activities related to the formal curriculum, such as clubs, academic

competitions, or organized events. In this research work it is the activities outside of

the formal academic curriculum that can be a critical variable in examining the

impact of gender equality awareness on the academic performance of senior high

school students.

Extracurricular Achievement Recognition: Differences in recognition or

awards for achievement in co-curricular activities based on gender. In this research

work it can be an important variable when exploring the impact of gender equality

awareness on the academic performance of senior high school students.

 Extra-curricular: According to Google, Gender disparities in extra-curricular

activities are differences in involvement, access, or treatment of boys and girls in

activities outside the formal curriculum, including sports, arts, volunteering, or any

non-academic pursuits organized by the school. In this research work, it will be used

as a tool to measure the impact of gender equality awareness on the academic

performance of senior high school students.

 Chapter 2

LITERATURE REVIEW

This chapter present the different literature and studies from other source

that are related to the study “Impact of Level of Gender Equality Awareness to the

Academic Performance of Senior High School”

Review of Related Literature

Foreign

This paper analyses the efficacy of the Gender Equality Matters (GEM)

educational programme in raising awareness, building confidence, and enhancing

capacity levels among children to tackle gender stereotyping, gender-based bullying

and gender-based violence (GBV). While many primary schools are open to engaging

children in the aforementioned topics, current literature perceives the lack of age-

appropriate classroom materials, curriculum overload, and specific training for both

parents and teachers, as existing barriers. GEM is an EU-funded project, including

over 2,500 participants across five partner countries (Ireland, Spain, Italy, The

Netherlands, Greece). This paper focuses on the children who participated in this

study in the Irish primary school context (aged 10–13 years old). Pre- and post-

questionnaires, semi-structured focus groups, visual cues, and lesson evaluations

were utilised to gain an insight into the effectiveness of the GEM programme on this

target group (n = 693). Post participation findings indicate that pupils reported a

better understanding of gender equality relevant terminology, and increased

confidence levels were they to be a victim of, or witness to, gender stereotyping,

gender-based bullying and GBV. Overall, the findings suggest a need for primary

school education programmes on the above topics. Although there have been many

efforts to promote gender equality, including legislative and policy changes, our

findings highlight the positive and enduring role of whole-school community

educational programmes, like GEM, to instil societal change, to inspire and empower

at both national and global levels. The gender gap in academic performance has

been examined not only in terms of school grades and performance but also in terms

of other aspects of academic life. For example, Bugler et al. (2015) suggested that

females have higher motivation levels and better adaptation.

LOCAL

The goal of education is not just the facilitation of academic knowledge but

also the expansion of understanding of concepts and issues which impact classroom

experiences. This study looked into students’ level of awareness of gender laws, their

perceptions of gender stereotypes, gender discrimination, and gender equality, and

their views on gender issues as experienced in the classroom. Participants consisted

of one hundred one (N=101) senior high school students from Lapu-lapu City, Cebu,

Philippines. A mixed methods approach was used, which consisted of a survey

protocol and a focus group discussion. Results show that there is moderate

awareness of gender laws and mandates, disagreed on the presence of gender

discrimination inside the classroom, and a neutral attitude towards gender tasks and

perceived gender equality in the classroom. Thematic analysis revealed five themes:

(1) perceived differences in behaviors between girls and boys inside the classroom;

(2) perceived favorable attention given by teachers to boys than girls; (3) Science/

academic subjects go beyond gender; (4) equal right to learn regardless of gender;

and (5) experiences on gender discrimination in the classroom.

 Amidst all the positive developments to promote gender equality in the

Philippine educational system, this research hoped to examine how gender equality

is promoted in a higher educational institution (HEI). It aimed to examine gender

equality in the leadership and operations of a selected HEI in the Philippines. It

utilized female-male ratios to analyze gender equality on areas of leadership,

decision-making, gender composition, academic rank, promotions, and professional

development opportunities. Although the data showed male-dominance in the area

of top management, there are more females in terms of composition and

membership. Management is not of the authoritarian method since the university

religiously practices participatory approach in decision-making. Such arrangement

allows female members to voice out their concerns and gain support of other

members. Furthermore, the relatively big number of female teachers allows women

to impart knowledge to students, which are not only academic topics but gender-

related issues as well. This exchange of ideas allows gender issues to be discussed in

a more open manner.

The goal of education is not just the facilitation of academic knowledge but

also the expansion of understanding of concepts and issues which impact classroom

experiences. This study looked into students’ level of awareness of gender laws, their

perceptions of gender stereotypes, gender discrimination, and gender equality, and

their views on gender issues as experienced in the classroom. Participants consisted

of one hundred one (N=101) senior high school students from Lapu-lapu City, Cebu,

Philippines. A mixed methods approach was used, which consisted of a survey

protocol and a focus group discussion. Results show that there is moderate

awareness of gender laws and mandates, disagreed on the presence of gender

discrimination inside the classroom, and a neutral attitude towards gender tasks and

perceived gender equality in the classroom. Thematic analysis revealed five themes:
(1) perceived differences in behaviors between girls and boys inside the classroom;

(2) perceived favorable attention given by teachers to boys than girls; (3) Science/

academic subjects go beyond gender; (4) equal right to learn regardless of gender;

and (5) experiences on gender discrimination in the classroom.

Review of Related Studies

Evidence from TIMSS 2015 indicated that 4th-grade boys outperformed girls

in mathematics in about one-third of the countries that took place, while for 8th

grade, this figure is reduced to one-sixth (Mullis et al., 2016). In a meta-analytic

study, Voyer and Voyer (2014) found that females appear to have higher school

grades in language-based subjects and STEM subjects than males. Ajai and Imoko

(2015) found that male and female students did not significantly differ in

achievement and retention scores in mathematics.

Gender differences in academic performance have engaged the attention of

scholars for some time now (see Hung et al. 2012; Jackman and Morrain-Webb

2019; Morita et al. 2016; Sparks-Wallace 2007). Indeed, males in the past have had

a higher enrolment in STEM subjects at the tertiary levels of education compared to

females, and their overall academic performance was rated higher than females

(Ullah and Ullah 2019). This situation often translated into employment opportunities

for males in science and engineering professions, whilst also allowing them to occupy

high-ranking positions in these professions (Maltese and Cooper 2017).

According to Sparks-Wallace (2007), males’ comparative advantage when it

comes to academic performance in time past reinforced the notion of males’

intellectual superiority over females and often disregarded the structural

impediments and stereotypes that inhibited females’ academic abilities, especially in

the sciences. Recent studies in the developed world have shown a reversal in
academic performance between males and females, with females outperforming

males in almost all disciplines at various levels of the educational ladder (see Grant

and Behrman 2010; Tshabalala and Ncube 2016; Morita et al. 2016; Perez-Felkner et

al. 2012; Workman and Heyder 2020). Workman and Heyder (2020) argue that

females seem to do better than males in language and the arts, as well in the natural

sciences, despite the latter being a traditional area of male dominance. You and

Sharkey (2012) further note that females improved academic performance at

elementary and higher levels of education is not because they are enrolling in easier

classes or courses, but rather reflects the competencies they possess in all

educational fields.

Recent studies in developing countries have also shown marked improvement

in female academic performance (Ullah and Ullah 2019), and this is against the

backdrop of persistent challenges with access to education, and under-

representation in STEM programmes at the undergraduate and postgraduate levels.

Further, the results from these studies challenge the notion that males perform

better and are fit for science and maths subjects than females (Workman and

Heyder 2020).

Contrary to recent studies from other parts of the world pointing to the

improved academic performance of females, the majority of the studies conducted in

Ghana show that males outperform females, especially in mathematics and science

subjects (see Kyei and Benjamin 2011; Oppong 2011; Armah et al. 2021). Whilst the

above studies from Ghana have been useful, and justify the need to pay attention to

female students and provide them with the necessary support to enhance their

studies in mathematics and science-related subjects, there are relatively unexplored

areas that require research attention to better understand academic performance

between males and females studying STEM educational programmes in Ghana. First,
extant studies on academic performance between male and female students have

focussed largely on performances at the high school levels, with little attention given

to academic performance between male and female students at the university or

tertiary levels. Focus on the tertiary level is important because at that stage there is

a clear path towards a career that one may want to pursue and therefore it is

expected that students will make much effort to excel academically at this level

(Santiago et al. 2008). Second, comparative studies on the academic performance of

male and female students at different stages of their education ladder are limited.

Such a study is important given that academic performance does change as one

progresses in their education (Walberg 2010; Johnson 2014).

This study describes the academic achievements of male and female online

and distance learners who have completed their degrees at the University of the

Philippines Open University. It uses the cumulative grade point average (CGPA) and

average completion time to measure the learners' academic achievement. This study

aims to provide considerable evidence to determine if there is a significant gender

difference in the learners' academic achievement. The data were retrieved from the

Office of the University Registrar's database. The data extracted included all

graduates from 1995-2015, their gender, CGPA, and average completion time by

program type, program level, and faculty of studies. Results show that most are

female (68.42 %) compared to males (31.58%). The two groups also have a

marginal difference in CGPA and average completion time. The male has a slightly

higher CGPA and a shorter average completion time than its female counterpart. The

results of the study were illustrated in tables and graphs. For further study,

inferential statistics is recommended to validate the significance of the gender

disparity in the learners' academic performance.

 Many Gender and Development programs and activities were being

conducted, improved and implemented to raise concerns to lessen and totally

remove the gender gap or inequality issues. To determine the difference and level of

awareness between women and men of DepEd Senior High School in Division of

Tanauan, a survey was conducted in the said Division. The result of the survey was

analyzed by computing the weighted mean and thru analysis of variance. As end

result, the profile of Personnel denoted no significance on the level of awareness on

Gender Equity issues except on the length of service that proved to be significant in

measuring awareness on Gender Sensitivity issues. Further studies on the review of

issues that gained low scores, methods of conducting sessions on GAD and degree of

execution of GAD programs in the Division is recommended.

Conceptual Framework

The paradigm of the research work is the I.O.P (Input, Process, Output) that

aims to explain the relationship between the aspect that this research has to find out

specifically, the respondents' profile in terms of Age, Gender, Track and strand.

This study covers the Gender Equality Awareness to the Academic

Performance to the respondents which can be found in the fish box lebel as

"Input".

Together which the steps that the researchers have to undertake to

successfully gather data mainly, survey and sending questionnaire to google forms,

which can be find on the second box label as "Process".

With the overall product or "Output" of this research that will be produced it

is the achieved results or the outcome of the input and process

 Input Process Output

1)Respondent's
Age, Gender,
Track and Strand.
2) What is the
level of awareness
among senior high
school students at
Telbang National
High School? Floating and Floating and
restrieval of restrieval of
3)What are the
questionnaire and questionnaire and
gender disparities
checklist. - checklist. -
in terms of:
Presentation, Presentation,
4. Is there a analysis and analysis and
significant interpretation of interpretation of
relationship data that will be data that will be
between the level gathered. gathered
of gender equality
awareness and
gender disparities
in the academic
performance of
Senior High School
students?
 Figure 1: Paradigm of the Research Work
Chapter 3

METHODS

This chapter explains the research design, research locale, respondents,

research instruments, data collection procedure and the data analysis method.

Research Design

In the view of the nature of the research problem, the research work will

adopt descriptive design. It is a method designed to gather information about the

Impact of level of Gender Equality awareness to senior high school students.

Furthermore, this design aims to accurately, and systematically describe a

population, situation or phenomenon of the students to what are their opinion about

gender equality awareness . It will be used to develop theories, identify problems

with current practices, justify current practices, make Judgments or determine other

practices in similar situations . This includes survey methods in which the students

would answer research questions that will be used to describe the characteristics of a

population.

Research Locale

The research work "Impact of Level of Gender Equality Awareness to

the Academic Performance of Senior High School Students" will be

conducted in Telbang National High School, Telbang Alaminos City, Pangasinan

during the S.Y. 2023-2024.

Respondents
 The respondents of this research work were the Senior High School of

Telbang National High school.

The research will use random sampling in choosing the respondents. The

respondents will be population size from 382 Senior High School students with the

sample size of 196 respondents.

To determine the sample size of respondents from the Senior High School

Students of Telbang National High School, the research will use Yamane’s Formula

with desired margin error of 0.05%.

Yamane’s Formula:

N
S=
1+ Ne ²

Where:

S = sample size of respondents

N = total number of students

e = desired margin error (0.05)

382
n=
1+ ( 382 ) ( 0.05 ) ²

382
n=
1+(382)(0.0025)²

382
n=
1+0.9951

382
n=
1.995

n=195.396

n=196

Research Instruments
 This research work will use questionnaire as the main tool in gathering data

analysis as part of data collection instruments of the study. A questionnaire is a

document prepared by the researchers containing a set of questions necessary to

acquire the data/ information. The questionnaire will be the main instrument to be

prepared, distributed and failed out by the respondents under the supervision of the

researchers.

The respondents were asked to fill out the questionnaire by placing

checks/marks to easily answer the questions.

Collection Procedure

In the research work, in order to come up with sound results and findings,

the procedures will use in gathering data are the following:

Table 1

Dates of procedures

Procedure Date

1. Submission and selection of the best

title to the adviser who guided the

researchers for the research work

2. Proposal of the research work to the

adviser and members of the panel

3. Simple Random sampling

4. Permit to the Principal's Office

5. Floating and retrieving of the

questionnaire

6. Tallying analyzing and interpreting

data
 7. Final Defense of the Research Work

8. Submission of the output

Data Analysis Method

To determine the sample size of the respondents from the Senior High School

Students of Telbang National High school, the researchers will use Yamane's Formula

with desired margin of .05%

Yamane’s Formula:

N
n=
1+ N (e)²

Where:

n = sample size of respondents

N = total number of students

e = desired margin error (0.05)

In order arrive at the interpretation and evaluation of the data gather, the

researchers will use statistical tools.

The statistical formula below will be utilized by the researchers for the

analysis of the different problems stated in the study.

The data to be collected from the researchers questions (1-4) will be analyzd

with the use of Frequency and Percentage. To find the frequency, the researchers

count the number of times that the independent variables obtained in the given

research indicators respectively.

The formula of the statistical tools which will use was stated below.
• Frequency Count- this statistical tool will use to determine the more frequent

occurring rate in the different indicators. This tool identified the different indicators

as shown in the problem.

• Percentage- this statistical tool will use to determine the relationship indicators in

it's relation to the whole.

Formula for Percentage:

f
x 100 %
×

Where:

f = represent the frequency

x = represents the number of populations

To test gender equality awareness to the academic performance among

senior high school students, the researchers will use the Pearson's R correlation

coefficient and T-test correlated samples statistical tool, and weighted mean as

support. In this process, hypothesis will use determined if accepted or rejected. To

accomplish this, researchers will use the formula below.

Pearson’s R Correlation Coefficient

Where:

r = correlation coefficient

x i= values of the x- variable in a sample

x =mean of the values of the x-variable

Y i= values of the y-variable in a sample

y = mean of the values of the y- variable

X Y (x-X) (y -Y) (x-X)(y-Y) (x-X)2 (y-Y)2

 To get SP = (X- X̅ )(Y-Y̅ )

 To get SSx = add all the (X-X̅ )2

 To get SSy = add all the (Y-Y̅ )2

The Pearson's R Correlation Coefficient will be used a 0.05 level of

significance to determine the research hypothesis' acceptance or rejection.

Cochran’s Formula

z ² p(1−p)
n o=
e²

no
n=
no −1
1+
N

Where:

n – total number of frequency

N – population size

e – acceptable sampling error

p – the population proportions

z – z value at reliability level or significant level

T-tests for correlated samples

D
t=
√∑ D −¿ ¿ ¿ ¿ ¿
2

D = difference of 1st and 2nd variable

n – number of sample size

∑ D = sum of difference of 1
2 st
and 2nd variable

X Y X–Y x2

To find D = x – y

To find ∑ D 2 = ∑ (x – y)²

The T-score table was used with a 0.05 level of significance to determine the

research hypothesis acceptance or rejection.