the relationship between the population in st

8/3/2019 The Relationship Between the Population in St

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THE RELATIONSHIPBETWEEN THE POPULATION IN ST. SEBASTIANINTERNATIONAL SCHOOL AND THE FACTORS AFFECTING IT

A Research Paper

Presented to

MS. MARION J.TALIMODAO

Research Instructor

St. Sebastian International School

By:

Claurice Jean Arguelles

Marujohn Brady

Mayumi Erika Hasegawa

Anna Marie Icawalo

Miyuki Magome

3rd year-Deimus

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DEDICATION

I would like to dedicate this work to God for sharing me His wisdom and strength

unconditionally, my friends who always make me look on the brighter side of the world and to

Wolfram Von Bielefeld who never ceased to give me the inspiration to carry on through nights

when we are all tired and weary.

This research is made possible through God. Therefore, this is dedicated to God, my

friends, my nephew named TJ and Edward Cullen for his eyes and face is enough to take all the

stress I had for the whole day, making me happy and fond of his story.

For our group in research who spent hours and days in creating this research paper, I

dedicate it to you guys and most especially to God for making it possible for all of us.

This research paper is dedicated to Bill Kaulitz of Tokio Hotel because his song entitled

Automatic inspired me to work and help finish this task and the adorable eyes of my pet

named Egg who is one of the few things I cant resist except from Bill and news which featured

every detail about him.

Aside from God, I would like to dedicate this work to Charles, John and Dave hoping this

could somewhat relay my feelings for them. Mayumi

Anna

Miyuki

Claurice

Marujohn

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CHAPTER 1

INTRODUCTION

Background of the Study

Our research revolves around the population in St. Sebastian International School (SSIS)

and the factors affecting it. The population we have settled on is the student population of the

institution. The reason is that we are part of the said population. Therefore, it is very vital for us

to know and discover the factors which encroach on the present status or stand of the subject

matter. If we do not do so, we are not able to detect the issues left unsolved present within the

populace, inflicting harm or negative outcome. Thus, we are not able to realize this researchs

main purpose which is to give credible and realistic reason why a certain occurrence

materialized. Just like what L. Ron Hubbard stated, There is a condition worse than blindness,

and that is, seeing something that isnt there. , these negative outcome may not be visible but

soon it will manifest into a matter which can fester those who are within the circle of the

population or group.

Statement of the Problem

This research primarily aims to study about the relationship between the population in St.

Sebastian International School and the factors affecting it.

After evaluating our topic, this research specifically seeks to answer the following:

1. What is the total population of St. Sebastian International School in School Year2008-2009 and School Year 2009-2010?

2. What are the main factors that will affect the increase or decrease of the population?3. Who are the persons who can first feel the impact of the said factors?

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4. What are the observations of most students about these factors and its influence to thepresent situation of the whole population?

Theoretical Framework

For us to be able to continue and push through with our research work, the theory suited

for this endeavor is Communities of Practice (CoP) by Etienne Werger and Jean Lave. This

theory states that groups of people who share a concern or a passion for something they do and

learn how to do it better as they interact regularly. Learning during the process is not necessarily

intentional. There are three components required in order to be a CoP: (1.) The domain, (2.) the

community, and (3.) the practice. The domain refers to the identity defined by a shared domain

of interest. Its not just a network of people or club of friends. Membership implies a

commitment to the domain. The community is where relationships are built and interaction takes

place. It is where factors of the population are established or present and learning is obtained

from one another. The practice is composed of practitioners wherein this kind of sustained

interaction develop a share of resources like experiences, solutions to a problem, stories and etc.

It is the part when factors of the problem are identified and solutions are formulated, along with

its corresponding outcome depending on the will of the members in the community. This theory

is best stated through schematic diagram. This method is one of the powerful way of conveying

information since it uses easy to understand diagrams and arrows which resemble a flowchart.

This is useful for people who prefer visual representations.

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Conceptual Framework

Scope and Limitation

We strongly emphasize that our research will be dealing with the factors that contribute

to the current situation of the population of students, its correlation to one another, the total

number of students and teachers. Leaders of the entire student body, selected students and those

in authority like members of faculty and staff are the ones we can request and get hold of reliable

source of information. Personal perceptions of our respondents are not influenced by any of the

researchers and their answers are from their free will as citizens of the democratic state of the

Republic of the Philippines.

Relationship between the population in St. Sebastian

International School and the factors affecting it

DOMAIN

SSIS students, faculty and

staff

COMMUNITY

Interaction of SSIS population

inside the campus

PRACTICE

Sustained interaction of

practitioners and develop

shared repertoire of

experiences, stories, etc.

Factors affecting the SSIS Population

1. School set up2. Quality of education3. Advertising strategies4. Academic and extra co-curricular

achievements attained in

competitions

5. School standards and facilities

An increase or decrease in the

population

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Significance of the Study

This research is of essence and related to the persons within the population. Namely, it is

comprised of teachers, students and their parents.

Students

They consist the majority or bulk of the population. They are trained to become the next

successor of the society as what Rizal mentioned. Thus, they should now practice the right to

know more about their environment and do things that needs to be done. As part of the whole

population, this is the time where idealism can be practiced so that everyone will be treated fairly

and with respect to the rights of others and a great sense of responsibility as the youth and future

of this society.

Teachers

They are the persons who spend eight to ten hours a day from Mondays to Fridays with

their students. Therefore, it is rational enough to say that they are one of the reliable persons who

can comprehend the wellbeing of their students in regards to their academic and holistic aspects

that make up their life as an individual. They may not maneuver the lives of their students or of

that of the institution but their support is essential in motivating the students of what is right and

how to work out things for the betterment of everyone involved.

Parents

With this move, this aims to let them know, understand and act according to the situation

of their children here in school. Their childrens welfare does not only depend or fall on their

teachers hands but it also involves everyone and everything held within the institution.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Related Concepts

Population is defined as the whole number of people or inhabitants in a country or region

and it is also defined as a body of persons or individuals having a quality or characteristic in

common. (www.merriam-webster.com) Our topic for this research mainly talks about factors

affecting the student population. Hence, concepts related are literacy rate, school attendance rate

of students, total youth population, and the impact of environment in student learning.

Most of the research conducted on middle schools focuses on one of the six

programmatic components of a successful middle school for young adolescents. For example, a

multitude of studies exist on the effects of interdisciplinary teaming. Additionally, there is a

significant body of research on advisory programs, student grouping, and developmentally

appropriate approaches to teaching, learning, and assessment. In order to answer questions

related to the middle school concept and its effects on student achievement and socio-emotional

development, middle grades practitioners, researchers, and policymakers must move beyond this

focus on individual components and look at research that addresses the reform as an integrated

model, including the impact on student learning and achievement (Anfara & Lipka, 2003).

For the purpose of this research summary, student achievement is defined as academic

achievement as measured by standardized test scores (e.g., state assessments, ITBS, CTBS,

NAEP, NELS). To be included in this summary, the described studies met the following criteria:

(1) research used large-scale study samples, so as to generalize the study results to the larger

population; (2) research methods were scientifically based (valid and reliable) and replicable;

and (3) studies that examined the effect of middle grades components (e.g., teaming, advisory,

climate) on student outcomes, including student achievement (i.e., standardized test scores).

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Related Foreign Studies

Most of the research conducted on middle schools focuses on one of the six

programmatic components of a successful middle school for young adolescents. For example, a

multitude of studies exist on the effects of interdisciplinary teaming. Additionally, there is a

significant body of research on advisory programs, student grouping, and developmentally

appropriate approaches to teaching, learning, and assessment. In order to answer questions

related to the middle school concept and its effects on student achievement and socio-emotional

development, middle grades practitioners, researchers, and policymakers must move beyond this

focus on individual components and look at research that addresses the reform as an integrated

model, including the impact on student learning and achievement (Anfara & Lipka, 2003).

For the purpose of this research summary, student achievement is defined as academic

achievement as measured by standardized test scores (e.g., state assessments, ITBS, CTBS,

NAEP, NELS). To be included in this summary, the described studies met the following criteria:

(1) research used large-scale study samples, so as to generalize the study results to the larger

population; (2) research methods were scientifically based (valid and reliable) and replicable;

and (3) studies that examined the effect of middle grades components (e.g., teaming, advisory,

climate) on student outcomes, including student achievement (i.e., standardized test scores).

(Mertens, S. B., & Anfara, V. A., Jr. (2006). Research summary: Student achievement and the

middle school concept.)

Lee and Smith (1993) conducted one of the first studies to use a large-scale sample to

address the link between the implementation of middle school components and student

achievement. Their study examined the effects of school restructuring on achievement and

engagement of middle grades students. The study found that the following elements needed to be

present in a middle school for it to be considered restructured in a way that was faithful to the

middle school concept: reduced or eliminated departmental structure, heterogeneously grouped

instruction, and team teaching. Academic achievement was defined as a composite score

combining reading and math. Engagement was defined by measuring two variables: (1) the

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involvement of students in their academic work (e.g., homework, class work, preparation for and

participation in class, and the like), and (2) the incidence of at-risk behaviors (i.e., the lower the

incidence of at-risk behaviors the more engaged a student is). The results of this study can be

divided into four categories: (1) student outcomes, (2) student backgrounds, (3) school

demographics, and (4) school restructuring.

Lee and Smith (1993) found that elements of restructuring were positively associated

with academic achievement and engagement. Specifically, there were modest increases in

academic achievement (e.g., reading and mathematics), increases in student engagement (e.g.,

student completing homework and being prepared for class), and greater equity of student

outcomes.

In 1997, the results of an Illinois middle school study examining the impact of school

reform on student achievement was published in Phi Delta Kappan (Felner, Jackson, Kasak,

Mulhall, Brand, & Flowers, 1997). Specifically, the study evaluated the effect of the Turning

Points recommendations on student academic achievement, socio-emotional development, and

behavior. Data were collected from 31 Illinois middle schools over a two year period from 1990

to 1992. Three levels of structural/organizational implementation were determined for each

school based on the following characteristics: (1) levels of interdisciplinary teaming combined

with high common planning time; (2) team size; (3) presence and frequency of advisory periods;

and (4) levels of instruction, decision making, and teacher norms consistent with educational

practices. Schools were categorized into one of three categories: low, partial, or high

implementation.

The results of this study can be summarized in two categories: student achievement and

other student outcomes. Using student achievement scores (reading, language, and math) from

the Illinois state assessment, Felner and associates (1997) found that students in highly

implemented schools outperformed students in partial and low implemented schools in all

subject areas. Using teacher ratings of student behavior (aggression, anxiety, learning-related

problems), they found that students in highly implemented schools had lower levels of behavior

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problems. In addition, students in more highly implemented schools reported lower levels of

worry and fear and higher levels of self-esteem.

In 1999, a Chicago Consortium study examined the relationships of student social

support and academic press to gains in student achievement in 304 Chicago schools (Lee, Smith,

Perry, & Smylie, 1999). Survey data were collected from teachers and students and achievement

data were obtained from sixth and eighth grade students in 1997. Social supportwas defined as

an average score from four composite measures on the student survey. Each composite measure

describes support from one of four sources: teachers, parents, peers, and the student's community

(e.g., people in the neighborhood can be trusted). Academic press was derived from teachers'

reports about their focus on academic achievement and student reports about being challenged by

teachers to reach high levels. Student achievement data consisted of student scores on reading

and math portions of 1997 Iowa Test of Basic Skills.

The results of this study can be summarized into three categoriessocial support,

academic press, and combined effects. First, Lee and associates (1999) found that the amount of

social support is strongly related to one-year gains in both reading and math. In addition, schools

with high social support had average reading gains of 1.42 grade equivalents and average math

gains of 1.67 grade equivalents. Second, the amount of academic press is strongly related to one-

year gains in reading and math and schools with high academic press had average reading gains

of 1.37 grade equivalents and average math gains of 1.64 grade equivalents. Last, and most

significant, Lee and associates examined the combined effects by grouping schools into one of

three categories (low, medium, or high). They found that students in schools identified as having

both high social support and academic press reported the greatest gains in reading (1.82 grade

equivalents) and math (2.39 grade equivalents).

The Center for Prevention Research and Development (CPRD) at the University of

Illinois conducted several studies examining the impact of middle school components on student

achievement using Self-Study data. The Self-Study is composed of a set of quantitative surveys

completed by students, parents, administrators, and parents. Self-Study research data were

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collected from hundreds of schools in Arkansas, Louisiana, Michigan, and Mississippi between

1994 and 2003.

CPRD examined several middle school components including impact of teaming

combined with common planning time, team size, length of time teaming, teacher certification,

student latchkey status, and levels of structural/organizational implementation. CPRD research

suggests that the implementation of middle school reform elements positively impacts student

learning and achievement. Specific findings include

Achievement scores are higher for students in schools that are teaming with high

common planning time (Mertens & Flowers, 2006; Mertens, Flowers, & Mulhall, 1998).

Team size and length of time teaming also affect student achievement scores (Flowers,Mertens, & Mulhall, 1999).

Teachers with middle grades certification engage more frequently in "best practices,"which impacts achievement (Mertens, Flowers, & Mulhall, 2002).

Students home alone after school for three days or more report lower levels of self-esteem and academic efficacy and higher levels of behavior problems (Mertens, Flowers,

& Mulhall, 2003).

In addition to the aforementioned research, several other studies warrant mention.

Backes, Ralston, and Ingwalson (1999) examined the impact of middle school practices on

student achievement in six schools in North Dakota. They found that achievement scores were

generally higher in the schools implementing the Turning Points recommendations. Lee and

Smith (2000) examined the impact of school size on student achievement and found that students

in small schools (fewer than 400 students) performed better on standardized achievement tests

and teachers reported a more positive attitude about responsibility for student learning.

Sweetland and Hoy (2000) studied the relationship between school characteristics and

educational outcomes and found that teacher empowerment (decision making) was linked to

student achievement (reading and math). Last, McLaughlin and Drori (2000) conducted a study

of school-level correlates of academic achievement in 20 states that combined teacher data from

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the National Center for Education Statistics' Schools and Staffing Survey (SASS) and student

achievement data from state assessment and the National Assessment of Education Progress

(NAEP). Using multivariate methods, they found that smaller class sizes had a significant impact

on student achievement. In addition, they found relatively strong correlations between positive

school climate and student achievement.

The results of these middle grades studies are promising. They provide middle grades

practitioners, scholars, advocates, and policymakers with a firm foundation that links the middle

school concept to improved student academic and socio-emotional development. These studies

also provide a point of departure for the design and conduct of future research. Future research

on student achievement, based on the recommendations contained in Research and Resources in

Support of This We Believe (Anfara, Andrews, Hough, Mertens, Mizelle, & White, 2003), should

include

More large-scale, longitudinal studies. Studies combining quantitative and qualitative methodologies. Studies that examine more than one reform recommendation, practice, or design element.

More studies that replicate previous methods and designs.

Lee, V., & Smith, J. (2000). School size in Chicago elementary schools: Effects on

teachers' attitudes and students' achievement.American Educational Research Journal, 37(1), 3-

31.

This study explored whether teachers and students are influenced by the size of the inner-

city elementary school to which they belong. Focusing on teachers' attitudes about their

responsibility for student learning and students' one-year gains in mathematics achievement

scores, Lee and Smith used data from almost 5,000 teachers and 23,000 sixth and eighth grade

students in 264 K-8 Chicago schools. The data were collected through 1997 surveys and annual

standardized tests. Hierarchical linear modeling (HLM) was employed to estimate school effects.

On both outcomes, small schools (enrolling fewer than 400 students) are favored compared with

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medium-sized or larger schools. In small schools, teachers have a more positive attitude about

their responsibility for students' learning and students learn more. Even after taking size into

account, learning is also higher in schools with higher levels of collective responsibility. Thus,

they concluded that school size influences student achievement directly and indirectly, through

its effect on teachers' attitudes.

McLaughlin, D., & Drori, G. (2000). School-level correlates of academic achievement:

Student assessment scores in SASS public schools. (NCES 2000-303). U.S. Department of

Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing

Office.

This study from the National Center for Education Statistics combined two large-scale,

national data setsthe Schools and Staffing Survey (SASS) and the National Assessment of

Educational Progress (NAEP). The primary aim of the study was to demonstrate the potential

value of linking SASS (process/context) data and NAEP (student achievement) data. The

methodological approach was twofold. First, the researchers matched the 1993-1994 SASS data

with state reading and mathematics NAEP data for public schools in 20 states. Second, by

combining these data sources, they identified school-level correlates of student achievement in a

broad sample of U.S. public schools. The study investigated the relationships in over 1,100

public elementary schools, 496 middle schools, and 595 high schools. The major finding was

that average student achievement in a school is related to student background factors (e.g.,

poverty, race), school organizational features (e.g., school and class size), professional

characteristics, and school climate.

Sweetland, S. R., & Hoy, W. K. (2000). School characteristics and educational outcomes:

Toward an organization model of student achievement in middle schools. Educational

Administration Quarterly, 36(5), 703-729.

In this study, empowerment is defined and measured in terms of teachers' power to

control critical decisions about teaching and learning conditions. This research first considers the

relationship between school climate and teacher empowerment, and then the relationship

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between teacher empowerment and school effectiveness, which includes measures of

mathematics and reading achievement in 86 middle schools. The results of this study support the

pivotal importance of teacher empowerment in the effectiveness of schools. Finally, a theoretical

model is proposed to explain the linkages between organizational characteristics and student

achievement. (Authors: Steven B. Mertens is a senior research scientist at the Center for

Prevention Research and Development (CPRD) at the University of Illinois. He is currently a

member of NMSA's Research Advisory Board, a council member in AERA's Middle Level

Education Research SIG, and a member of the National Forum to Accelerate Middle-Grades

Reform. Vincent A. Anfara, Jr., is associate professor of educational administration and

supervision at The University of Tennessee. He is currently the chair of NMSA's Research

Advisory Board and is the column editor for What Research Says in Middle School Journal.)

Related Local Studies

According to the results of the 2003 Functional Literacy, Education and Mass Media Survey

(FLEMMS), about one in 10 of the population 10 to 64 years old cannot read and write or

basically illiterate(Table 1).

Basic literacy rate among females is higher (90.4 %) as compared with males (86.8 %)

(Figure 1). Among regions, NCR has the highest basic literacy rate with 97 percent. It is

followed by Ilocos (Region I) and CALABARZON (Region IVA) with around 94 percent each.

ARMM has the lowest rate with seven out of 10 persons aged 10 to 64 years considered as

basically literate (Figure 2) and (Table 2).

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In the 2003 FLEMMS, a self-administered functional literacy questionnaire was

accomplished by persons 10 to 64 years old in order to determine their literacy status. Literacy

was categorized into four levels based on the individual responses in the self-administered

questionnaire. Persons who cannot read and write are considered illiterate (Functional Literacy

Level 0 in Table 1).

Persons who can only read and write are considered basically literate (Level 1). Persons

who can read, write and compute (Level 2) and persons who can read, write, compute and

comprehend (Level 3) are considered as functionally literate. Hence, a functionally literate

person is one who can read, write and compute or one who can read, write, compute and

comprehend. Persons who graduated from high school or completed a higher level of education

were automatically considered functionally literate in the tabulations.

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In 2003, 51 million or 88.6 percent of Filipinos aged 10-64 can read and write. Of those

who can read and write (51 million), 5.1 percent cannot compute or lack numerical skills(Table

1).

The 2003 FLEMMS revealed a functional literacy rate which is similar to the 1994 rate

of 84 percent. Of the estimated 58 million Filipinos 10 to 64 years old, around 49 million are

functionally literate. The functional literacy rate among females is higher than among males

(86.3 % vs. 81.9 %) (Figure 3).

Among the regions, NCR ranks first in terms of functional literacy rate (94.6 %),

followed by CALABARZON (90.4 %) and Ilocos (88.6 %). ARMM has the lowest functional

literacy rate (62.9 %) (Figure 4).

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As to be expected, functional literacy rate of the population increases with an increasing

level of education. Nine out of 10 persons who had reached high school level but did not

complete it are functionally literate. By comparison, eight out of 10 elementary graduates are

functionally literate while around six in 10 persons with some elementary education are

functionally literate. Only around two percent among those with no formal education are

functionally literate(Table 3).Among those who have had at most elementary education, those

who are in the age group 10-14 are more likely to be functionally literate than those in the older

age groups.

With respect to age, the age group 20-24 has the highest functional literacy rate followed

by the age groups 15-19 and 25-29. The age group 60-64 has the lowest (Figure 5).

Survey results also showed that seven out of 10 of the population aged 10 to 64 years

who are poor are functionally literate compared to nine out of 10 among the non-poor. In the

2003 FLEMMS, ownership of household amenities and conveniences were used as a substitute

for income in order to classify the households into either poor or non-poor.

An examination of the data on functional literacy among the poor and non-poor

populations in each of the regions shows that the functional literacy rate of the poor is lower

compared to the non-poor. Regions in Mindanao generally show lower functional literacy rates

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among their poor population compared to most of the other regions. In four out of six regions in

Mindanao, the functional literacy rate among the poor population is below the national average

of 69 percent. Bicol (68.5 %), Central Visayas (69.2 %), and Eastern Visayas (64.3 %) have

functional literacy rates which are lower than the national average(Table 4).

Synthesis

From the studies conducted by foreign and local researchers, their main viewpoint is

about students and factors impeding their learning abilities and its association to one another.

These factors include poverty, school organizational set up, school condit ion, teachers teaching

skills and the lack of motivation among students. However, there are distinctions between both

studies. First, the foreign study was conducted outside the country, the Philippines by foreign

researchers while the local study was conducted and obtained within the National Statistics

Office (NSO). Second, these studies were conducted on different time and locations. Last, these

studies were not performed within St. Sebastian International School. Thus, the results stated on

earlier studies may or may not appear to be true for the school and that is the main reason why

there is a dire need to conduct a research in St. Sebastian International School by its students and

for its students. It is in this way that we can identify parts of the studies which are appropriate to

the school and recognize those parts which are not applicable to the topic. The result of this

research aims to state the existence of the link that connects between the factors and the

population within the school campus and through this, both positive and negative factors will be

pointed out for all to see and work out for the progress of everyone involved. If this research is

not realized, then the objectives we want to carry out will remain only as proposals, assumptions

or bunch of words and this could never help the institution or the people under it.

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2

2

CHAPTER 3

METHODOLOGY

Research Design

For our research design, it would be Explanatory or Correlation. It is because our

research aims to explain the possible factors related to a problem or situation. With it, it

investigates relationship between factors or variables, which may be associated with or may

contribute to its occurrence.

Respondents or Subjects of the Study

The respondents of our research are mainly composed of student body leaders, and few

selected students. The age range for student respondents consist of mostly high school students

and grade 5-6 students. The respondents are from St. Sebastian International School in Bacolod

City.

Sampling Technique

For the sampling technique, we are using the Slovins Equation ( n=N/1+Ne ) wherein

n = Sample Size, N = Target Population and e = Margin of Error. The total student population

for school year 2009-2010 from levels grade 5-4th year students is 101 students. (Source: St.

Sebastian International School Administrative Office)

n=N/1+Ne

n=101 1 + (101) (0.05) = 101 1 + 0.2525 n=80.63 or 81 students

= 101 1 + (101) (0.0025) = 101 1.2525

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Research Instruments

For the research instruments, we used the Internet as our source of information to push

through with this activity.

Data Gathering Procedure

After receiving our research topic, we consulted the Internet as our first step. Next, we

continued to search more references to validate the reliability and validity of the data we

gathered. Then, we obtained the total student population within the campus through the help of

the schools office. After acquiring our needed information, we produced the hard copies and

soft copies of our research paper, along with its sources and survey forms.

Validity of the Instruments

For beginners like us, we are opted to use the content-related method with the criteria

developed by Carter V. Good and Douglas B. Scates.

The juries whom we asked to validate our Self-made Questionnaire (SMQ) are as follows:

1. Ms. Marion J. Talimodao2. Ms. Babylyn Tugahan3. Ms. Sally Mae Fairlane EspinosaThe mentioned juries are all teachers from the High School Department. Our first jury is an

English teacher and at the same time, our research instructor. Our second jury is a Science

teacher and the High School Department Head. Last, our third jury is a History teacher. They all

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rated our Self-made Questionnaire with the total average of 3.19 or as based from the criteria, it

is interpreted as Good. Thus, our Self-made Questionnaire has been evaluated and validated with

good assessment.

Reliability

To ensure reliability of acquired facts from survey forms, Test-Retest method is used. Re-

administration of the same sets of survey forms should be one week after the first set of forms

was administered.

Data Processing Procedure

First, we used the help of technology like computers and the Internet in processing our

obtained data. Next, we consulted our research instructor and we formulated the Self-made

Questionnaires. Then, our chosen set of jury started in evaluating and validating our survey

forms. For data that will be collected in the upcoming days, it will be rechecked thoroughly for

reliability and validating purposes. All of the data acquired are in their soft and hard copies.

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TABLE OF CONTENTS

Part I Pages:

Title Page x

Table of Contents xx

Dedication xxx

Acknowledgement xxxx

Part II

Chapter 1

Background of the Study 1-2 Statement of the Problem 2 Theoretical Framework 2 Conceptual Framework 3 Scope and Limitation 3 Significance of the Study 4

Chapter 2

Related Concepts 5 Related Foreign Studies 6-12 Related Local Studies 12-16 Synthesis 16

Chapter 3

Research Design 17 The Respondents or Subject of the Study 17 Sampling Technique 17 Research Instruments 18 Data Gathering Procedure 18 Validity of the Instruments 18-19 Reliability 19 Data Processing Procedure 19

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Chapter 4 Pages:

Data Presentation, Analysis and Discussion 20-22Chapter 5

Summary of Findings, Conclusions, and Recommendations 23-25

the relationship between the population in st

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