Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |1

Chapter 1

The Problem: Rationale and Background

Introduction

The environment that students have has a huge effect on

their class and academic performance. There are two types of
school environment; the big school and the small school.
1
When it comes to school size, there is no right size that
works for every student. Some students thrive in a smaller
environment where they get lots of attention, while others
prefer the variety of activities and peer groups available
in a larger school. Certainly, small and large schools
each have their pros and cons.

Most people prefer small schools because the education

of the students is being attended by the staff. 2
There is
also a high number of students from small schools that
master their curriculums in smaller learning environment.
Although in big schools there is a wide variety of classes
and activities offered to them that gives them the ability
to be more experienced in socializing and participating in
outside school events.

1
https://www.greatschools.org/gk/articles/school-size/ June 29, 2016 7:12 pm
2
https://www.greatschools.org/gk/articles/school-size/ June 29, 2016 7:20 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |2

3
The K to 12 program is the new and improved curriculum
plan for Philippine Education. As named, the program focuses
on implementing Kindergarten and 12 (instead of the current
10 years) of pre-university education to provide sufficient
time for students to master concepts and skills, develop
into lifelong learners, and prepare them for tertiary
education, middle-level skills development, employment, and
entrepreneurship.

The background from where the student first studied

affects his/her performance especially in entering a new
environment for the K to 12 program.

Students who aim getting in universities enroll from

Grade 11 to Grade 12. In order to make the transferring to
college easier. While some students who are not comfortable
in transferring to big schools or universities usually
enroll to schools along the area that offer senior high
school before entering to college.

One of the factors that affects the students is

achieving the honor list. Students from big school tend to
have two or more sections which make it hard to compete for
a rank because of the population. A student can be an honor
inside the classroom, but for the overall section he/she
does not qualify for it. In small schools, they mostly have
one section per grade level which makes it easy to gain an
honor for they only compete among their classmates.

3
http://mysite.dlsu.edu.ph/student/11219319/jose.html June 29, 2017 7:27
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |3

If both students from different schools are both in the

honor roll, take an exam in a new environment they are most
likely to struggle. A student from the small school taking
an exam to big schools or universities, may be taken off
guard because of the difficulty of the exams they take in
their past schools to the exam they take in the big school
or university.

While the student from the big school may find it

easier to answer the problems and questions because of the
different standard towards their old school.

Although both students may encounter difficulty in

adjusting there is still a huge percent that they may
overcome it. Through the fast adaptation of the student
among their new environment.

It is significant to study this topic because of the

following reasons:

a. To know how students from small schools and big

schools adjust into their new environment;
b. To know which student has the upper hand in
transferring to a new environment;
c. To know the advantages and disadvantages of small
schools and big schools; and
d. To know if the size of the school affects the
performance of the students in transferring to a
new environment.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |4

1.1 Background of the Study

Based on the Institute for Local Self-Reliance

2012, 4
one of the most effective ways to improve
student achievement and curb school violence is to
reduce the size of the nation’s schools. Hundreds of
studies have found that students who attend small
schools outperform those in large schools on every
academic measure from grades to test scores. They are
less likely to dropout and more likely to attend
college.

Which shows that the Institute of Local Self-Reliance

2012 agrees that the school size does have an effect on the
class performance of the students.

It shows that small schools are more applicable for the

students than big schools and that the curriculum in small
schools are more advanced than big schools.

Based on the GreatSchool Staff 2016, 5

the right
size school for your child will depend on his or her
needs for attention, curricular offerings and
activities. Size is only one factor to look at in
evaluating a school; the quality of the teachers and
what they teach are important factors to consider.

It shows that the size of the school does not affect

the performance of the students because this is based on
the quality of their curriculum. The students can only be

4
https://ilsr.org/rule/small-schools-vs-big-schools/ July 03, 2017 7:03 pm
5
https://www.greatschools.org/gk/articles/school-size/ July 03, 2017 6:29
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |5

affected if the quality of the teaching in their school is

limited.

Based on The Steinhardt School of Culture,

6
Education, and Human Development 2016, results show
that a better learning environment may not be an
inevitable by-product of small school size. The
researchers found that students who attend small
schools – both old and new – perceive better learning
environments than students’ at large schools. However,
using distance from a school to understand school
attendance, the findings suggest that those positive
perceptions are driven by students choosing certain
high schools. As a result, the researchers found no
statistically significant difference between small and
large schools.

Which states that both studies from the GreatSchool

Staff 2016 and the Steinhardt School of Culture, Education,
and Human Development 2016 disagree that the size of the
school affects the class performance of the students.

1.2 Statement of the Problem

6
http://steinhardt.nyu.edu/site/ataglance/2016/04/is-smaller-better-when-it-comes-to-
school-learning-environments.html July 03, 2017 6:42 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |6

The main purpose of the study is to find out the

relationship of the class performance among the Grade 11 and
Grade 12 students in adjusting to a new environment towards
the K to 12 curriculum.

Specifically, this thesis attempts to answer the

following questions:

1. What is the demographic profile of the students in

terms of:

a. Age;

b. Gender;

c. Family income;

d. Educational attainment of Mother;

e. Educational attainment of Father;

f. Type of school in S.Y. 2016 - 2017; and

g. General average S.Y. 2016 - 2017?;

2. Does the student transfer repeatedly during junior high

school? ;

3. Did the population of their school mattered to the

student? ;

4. What are the common problems they encounter during

transferring to a new environment? ;
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |7

5. Do the students prefer big school or small school? ;

and

6. What is the relationship between students who prefer

big schools to students who prefer small school to
their adjustment in the K to 12 curriculum?

Objectives

The main purpose of this study is to determine the

relationship of the class performance among the Grade 11 and
Grade 12 students in adjusting to a new environment towards
the K to 12 curriculum.

Specifically, this study attempts to realize the

following objectives:

1. To find out the demographic profile of the

students in terms of:

1.1. Age;

1.2. Gender;

1.3. Family income;

1.4. Educational attainment of Mother;

1.5. Educational attainment of Father;

1.6. Type of school in S.Y. 2016 - 2017; and

1.7. General average S.Y. 2016 – 2017;

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |8

2. To find out if the students transfer repeatedly

during junior high school;

3. To find out if the population of their school

mattered to the students;

4. To find the common problems they encounter in

transferring to a new environment;

5. To find out if the students prefer big school or

small school; and

6. To find out the relationship between students who

prefer big school to student who prefer small
schools for the adjustment in the K to 12
curriculum.

1.3 Null Hypotheses

On the bases of the questions proposed in this study

the following hypotheses in null form were stated;

1. The students have no demographic profile. ;

2. The students do not transfer repeatedly during

junior high school. ;

3. The population of their school did not matter to

the student. ;

4. The students do not encounter common problems in

adjusting to a new environment. ;
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students |9

5. The students do not prefer big school nor small

school; and

6. There is no relationship between students who

prefer big schools to students who prefer small
schools for the adjustment in the K to 12
curriculum.

1.4 Conceptual Framework

Independent Intervening Dependent

Variables Variables Variables

a. Age
Grade 11 and Adjustment of
b. Gender
Grade 12 the Grade 11
c. Family
students from and Grade 12
Income students to
Polytechnic d. Educational the K to 12
University of Attainment curriculum
the of Mother
Philippines
e. Educational
(PUP)
Attainment
of Father
f. Type of
School S.Y.
2016 - 2017
g. General
Average
S.Y. 2016 -
2017
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 10

Paradigm of Independent Variables, Intervening

Variables, and Dependent Variables of the Survey
Answered by the Grade 11 and Grade 12 Students from
Polytechnic University of the Philippines (PUP).

1.5. Scope and Limitations of the Study

This study aims to find out the relationship of the

class performance among the grade 11 and grade 12 students
in adjusting to a new environment towards the K to 12
curriculum.

This survey is conducted at PUP on January 10 and 11,

2018 with a total of 70 students. There are 40 respondents
from Grade 11 and 30 respondents from Grade 12, S.Y. 2017 -
2018. The statistical techniques used in analyzing and
interpreting the data included percentage and Pearson’s r.

1.6. Significance of the Study

In view of the relationship of the class performance

among the grade 11 and grade 12 students in adjusting to a
new environment towards the K to 12 curriculum, this study
is greatly significant to:

a. the researcher will know the reason why she is

encountering difficulties in adjusting to her new
environment. This study will help her in the future
to distinguish what school is more applicable. She
will also know the outcome of the students from
small school and big school ;
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 11

b. the respondents will discover the privileges they

have because of their school. The respondents will
know if the size of the school affects his/her
career in K to 12 and college. The students will
learn the quality of the curriculum of the students
in small school and big school ;

c. the students from PUP will know that there is a

difference between small school and big school. The
students will know the effects of their chosen
school towards K to 12. This study will help the
students choose the right choice to lessen their
difficulties in the K to 12 curriculum ;

d. the school will apply the suited curriculum to

their students to help them towards the K to 12
curriculum. This will show the school what the
school lacks in order to provide it to the students
as quickly as possible. This study will help both
schools balance the quality of its curriculum ;

e. the faculty and staff of PUP will help the students

adjust towards their new environment for they only
offer senior high school to college ;

f. the parents of the students enrolled in PUP will

help their children to adjust to the new
curriculum. The parents support the students in
order to make them optimistic towards studying ;
and
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 12

g. the community will balance the quality of the

curriculum in small school and big school. They
will offer the same activities and classes in order
to observe equality towards their curriculum. This
study will help the community see the difference of
the small school and big school in order to avoid
being unfair to both students.

1.7. Definition of Terms

The terms operationally used in this study are defined

as follows:

Academic Performance - the overall grades of the

students in academics

Adjustment - getting used to something

to unfamiliar to a person

Advanced Studying - technique used by students

to achieve higher grades

Better Learning - most chosen answer in

Environment reasons

Big School - kindergarten to college

Bullies - second chosen factor for

transferring to a new

environment
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 13

Class Performance - half of the students

grades based on
participation

Culture Shock - unfamiliar with the

environment

Demographic Profile - information of respondents

Difficulties - something that makes the

students attention divert
to something else

Environment - a place where a person

frequently goes to

Facilities - factor that helps the

students to become more
comfortable in his/her
school

Flexibility - being able to do

something in a short
period of time without
finding it difficult

Friendly Environment - factor for overcoming

their problems in
adjusting to a new
environment
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 14

K to 12 Curriculum - a new curriculum to

shorten the period for
career advancement

Quality Education - most preferred factor in

evaluating a school

Related Legal Bases - law that supports that this

research is possible

Respondents - Grade 11 and Grade 12

students of Polytechnic
University of the
Philippines(PUP)

Scholarship - either half or full

payment for academics or
varsity player

School Size - big and small school

Small School - kindergarten to junior

high school

Statistical - percentage and Pearsons’r

Techniques

Survey - instrument used by the

researcher

Teacher Factor - affects the class

performance of the student
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 15

Transfer - moving to one school to

another school

1.8. General Organization and Coverage of the Study

Chapter I of this study included the problem: rationale

and background, statement of the problem, null hypotheses,
conceptual framework, scope and limitations of the study,
significance of the study, definition of terms, and general
organization and coverage of the study.

Chapter II stated the review of related literature,

related legal bases, related literature, and related
studies.

Chapter III dealt purposely about methodology, research

design, the subjects, research instrument, data gathering
procedure, data processing method, and statistical treatment
of the study.

Chapter IV presented the results, analyses, and

interpretations of the importance of the study and findings
about the conducted study of “The relationship between the
class performance of the Grade 11 and Grade 12 students in
adjusting to a new environment towards the K to 12
curriculum.”
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 16

Chapter V finally summarized everything and anything

drawn and concluded by the researcher, including the
recommendations/implications based on the findings of the
said study.

Chapter II

Review of Related Literature

The type of school which are the big school and small
school can deprive the quality of the education of the
students which can affect them in the K to 12 curriculum.
Many reviews that support this study are shown in this
chapter. Related Legal Bases, Related Literature, and
Related Studies are included in this chapter.

2.1. Related Legal Bases

The adjustment from the students in big school and

small school has a huge difference because of their
curriculums. This may either be an advantage or disadvantage
for both students.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 17

7
Republic Act No. 3286 known as “Enhanced Basic
Education of 2012” which stated in 2nd section, article
I, that the State shall create a functional basic
education system that will develop productive and
responsible citizens equipped with the essential
competencies, skills and values for both life-long
learning and employment. In order to achieve this, the
State shall give every student an opportunity to
receive quality education that is globally competitive
based on a pedagogically sound curriculum that is at
par with international standards; Broaden the goals of
high school education for college preparation,
vocational and technical career opportunities as well
as creative arts, sports and entrepreneurial employment
in a rapidly changing and increasingly globalized
environment; and Make education learner-oriented and
responsive to the needs, cognitive and cultural
capacity, the circumstances and diversity of learners,
schools and communities through the appropriate
languages of teaching and learning, including mother
tongue as a learning resource.

In addition, 8
Republic Act No. 6728 stated in the 2nd
section, article I that it is declared policy of the State
in conformity with the mandate of the Constitution, to
promote and make quality education accessible to all
Filipino citizens. The State also hereby recognizes the
complementary roles of public and private educational

7
http://www.senate.gov.ph/lisdata/1417511918!.pdf September 19, 2017 6:42 pm
8
http://www.lawphil.net/statutes/repacts/ra1989/ra_6728_1989.html September 12, 2017
10:19 am
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 18

institutions in the educational system and the invaluable

contribution that the private schools have made and will
make to education. For these purposes, the State shall
provide the mechanisms to improve quality in private
education by maximizing the use of existing resources of
private education, recognizing in the process the government
responsibility to provide basic elementary and secondary
education as having priority over its function to provide
for higher education.

To conclude this Republic Act, the students will not

have difficulties in transferring to their new environment
for the K to 12 curriculum for this act gives the school the
same qualities of education.

The quality of the curriculum of the school is the most

important part in this study for it can help the students
cope with their new environment. Big school and small school
both have a different approach to their students which can
either help them in the K to 12 program or make it difficult
for them in the K to 12 program.

2.2. Related Literature

Mr. Joel I. Klein 2010, stated that “9obviously,

closing schools is not something anyone enjoys. By and
large, what this is about is simply the fact that when you
have many kids in a high-needs community, you find that the

9
https://learning.blogs.nytimes.com/2010/01/26/does-school-size-matter/ September 16, 2017
3:08 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 19

smaller schools, where they are highly personalized, where

they have strong partnerships and involvement with various
organizations, those things really have been a successful
strategy for us.”

On the same hand Merry Gordon 2016, specified that

10
smaller schools operate more like a community than a
corporation. However, Big schools also tend to have more
diversity in their student body. Size alone does not
determine a school’s success, but it certainly can be a
contributing factor to the success of your child. Whether
big or small, embrace what your child’s school has to offer
and make the most of the upcoming school year.

Both of these studies showed different perspective in

understanding the difference if the school size affects the
students or if it does not.

Meanwhile Ann Sloan Devlin 2011, told that the

11
research indicates that academic achievement is often
better in small than in large schools. Parents tend to
be more involved in small than in large schools, and
many aspects of personal development are better in
small than in large schools (e.g., sense of belonging,
self concept) as are objective measures like attendance
and dropout rate. Yes, I think school size matters in
terms of educational outcomes, but it may also be
possible to create a small school culture within a
large school building to achieve some of the same ends.
10
https://www.education.com/magazine/article/size-matters-difference-big-small/ September
16, 2017 3:25 pm
11
https://www.psychologytoday.com/blog/what-americans-build-and-why/201104/big-school-
small-school-does-school-size-matter September 16, 2017 5:25 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 20

However Rudy Crew 2010 , said that “12in my

judgment school size is much less a determinant value
than instruction. Focusing on school size is simply
looking at a big picture through a very small lens and
missing the real opportunity to address the larger
shifts needed in our public education system to
recognize, accept, and respond to the challenges of
declining revenues and student enrollment. The value
and emphasis should be placed on the way schools are
organized and with effective teachers who have content
knowledge.”

In these two topics, one showed that there are more

academic achievement and pointed out the qualities of the
small school from big school. Whereas on the second part
showed that you should be open minded about the things you
should consider in evaluating a school.

Although Herbert J. Walberg 2010, argued that “13what

education leaders failed to recognize is that large
institutions tend to be impersonal, departmentalized and
bureaucratic. They tend to treat their staff and those they
serve as numbers rather than distinctive individuals with
unique needs.”

While Florida TaxWatch 2014, concluded that

14
student academic achievement is higher in small
schools, and this is especially true for minority and

12
https://roomfordebate.blogs.nytimes.com/2010/03/11/does-the-size-of-a-school-matter/
September 16, 2017 9:31 pm
13
https://roomfordebate.blogs.nytimes.com/2010/03/11/does-the-size-of-a-school-matter/
September 16, 2017 9:39 pm
14
http://centeracademy.com/school-size-student-achievement/ September 26, 2017 10:16 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 21

low-income students. Large schools have an advantage

over small schools in terms of teacher qualifications.
There is no clear agreement among researchers and
educators about what constitutes a “small” school or a
“large” school. What is considered to be a large school
to one researcher may be considered a small school to
another.

The two studies showed different understanding between

the sizes of the school. This will help the researcher know
the different opinions of people around the world that will
help her understand her topic more throughout this research.

Whereas Celeste J. Lay 2007, stated that the 15

results
show limited support for smaller schools, even for those
groups who believed to benefit most significantly from small
schools: racial minorities, low-income students, and
underachievers. I conclude with an appeal for caution among
education reformer seeking to downsize schools and a
recommendation to political socialization scholars to expand
their analyses beyond civic education curriculum.

Despite this Alix 2012, found in his study that the

researches said that, "16we find that traditionally collected
input measures — class size, per pupil expenditure, the
fraction of teachers with no certification, and the fraction
of teachers with an advanced degree — are not correlated
with school effectiveness."

15
http://jcelestelay.com/wp-content/uploads/2011/01/SSQ_Lay_2007.pdf September 16, 2017
9:48 pm
16
https://aaeteachers.org/index.php/blog/647-new-study-class-size-doesnt-matter September
17, 2017 4:59 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 22

In the two topics one showed that most people are in

favor of small school while on the other study showed that
the size of school does not affect the performance or
achievement of the students.

Though Expatwomen 2017, told that “17the size of a

school will not, on its own, set a student up for success or
failure. However, depending on the needs of the child, it
can be a major factor. You know your child’s needs and how
they can best be met – consider those needs when choosing
his or her school, because, sometimes, size really does
matter.”

Nevertheless, Mary Ann Ranells 2016, commented

that “18I have been blessed during the past 43 years to
work in amazing school districts of all sizes—one as
small as 600 students to one as large as 37,000
students. Time after time, school after school,
district after district, we have learned size simply
doesn’t matter for four main reasons. A highly
functioning PLC continually examines and improves its
capacity through four main elements: Organization,
Execution, Persistence, and Celebration.”

This topics that were mentioned showed five sides of

agrees and disagrees. Most of the topics mention that small
schools are more like a community than a corporation and
that most of the achievement of the students accounted in
small schools. Although there are topics that argues that
17
http://www.expatwoman.com/dubai/monthly_learning_support_tutoring_enhance_learning_schoo
l_size_17067.aspx September 12, 2017 5:03 pm
18
http://www.allthingsplc.info/blog/view/328/why-size-doesnt-matter September 17, 2017
5:19 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 23

school size does not affect the success of the students.

Both sides were heard and this will help the researcher and
the reader understand the study thoroughly.

2.3. Related Studies

Foreign Studies

The 19
Long-Term Effect of School Size on Students’
Outcomes by Maria Knoth Humlum and Nina Smith 2014, stated
that “the average school size in this study which covers
almost all public schools with grade 9 in Denmark was about
460 students. Another interesting result is that the
positive effects of school size tend to be larger for boys
when we consider educational outcomes like the probability
of completing high school or a vocational education and
training program, and for children who have fathers with a
low education level, Thus, students who are traditionally
considered more vulnerable seem to benefit from larger
schools. Finally, part of the non-negative or positive
school size effect seems to be driven by schools in urban
areas contrary to rural areas.”

In addition, the 20
Effects of School Size by John
R. Slated 2011, found that the research shows that both
very small and very large schools are negatively
related to school quality. In both cases, the school
will lack appropriate resources to serve students
effectively. Small schools often have few resources
because they tend to be in poor rural areas. Larger
1919
http://ftp.iza.org/dp8032.pdf October 03, 2017 7:16 pm
20
http://smallschoolscoalition.com/wp-content/uploads/2011/12/Effects-of-Schools-Size-A-
Review-C-Jones.pdf October 03, 2017 7:38 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 24

schools also tend to lack resources because they are

located in lower social class urban areas. Even with
more resources, however, very large schools In
addition, there appears to be an upper limit to
increases in curricular offerings that can be generated
by large schools, and this limit appears to have a
relatively low ceiling. Furthermore, many students will
not take advantage of the increased activities
available in large schools.

Along with the two studies, 21

Smaller Isn’t Always
Better: School Size and School Participation Among Young
People by Celeste J. Lay 2007, said that “the results of
interactions between students who do not plan to attend
college and school size. These results are no stronger than
any of the others tested. There is very little statistical
relationship between school size and participation or
community service among students who do not plan to go to
college. There is even less substantive relationship between
these variables. In other words, I was able to find no good
reason for widespread school downsizing.”

Which shows that these three studies disagree that the

size of the school affects the student in adjusting to a new
environment. Like in the last study it stated that the
quality of their education should be the priority that the
size of the school.

21
http://jcelestelay.com/wp-content/uploads/2011/01/SSQ_Lay_2007.pdf October 06, 2017 7:23
pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 25

However, 22
Small School, Benefits 2014 said that
cChildren are less likely to be overlooked or isolated in
small schools. Everybody’s participation is needed for team
activities, and children in small schools come to know and
care about each other to a greater degree than is possible
in big schools.

However, 23
Does School Size Matter? A Social
Capital Perspective by Hien Nguyen, Michèle Schmidt,
and Catherine Murray 2007, argued that “many fear that
small schools are not cost effective. Yet in various
studies of comparative operating costs, researchers
(Stiefel et al., 1998; Lawrence, Bingler, & Diamond,
2002; Krysiak & DiBella, 2002) have found that small
schools are more cost effective on a per capita student
basis than larger schools if dropout versus completion
rates are factored in. Further, Vander Ark (2002)
asserts that the graduation rate in small schools is
higher than that of large schools, resulting in small
schools being more cost effective per graduate than
large schools.”

In other words, both two studies agree that the size of

the school does affect the adjustment of the student. It
shows that these both studies state that small schools are
more advisable because of the high qualities it offers.

22
http://mahana.school.nz/wp-content/uploads/2014/07/SmallSchoolsPaper.pdf October 03,
2017 9:55 pm
23
https://www.academia.edu/244920/DOES_SCHOOL_SIZE_MATTER_A_SOCIAL_CAPITAL_PERSPECTIVE
October 03, 2017 10:01 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 26

Local Studies

The 24
Education for All 2015 National Review, stated
“review the current system of private schools accreditation
and introduce necessary reforms to ensure that private
schools comply with quality and accreditation standards.
Ensure the quality of teaching by improving teacher
professional development.”

In addition, the 25
FACTORS THAT AFFECT THE ACADEMIC
PERFORMANCE OF INDIGENOUS PEOPLE (IP) STUDENTS OF PHILIPPINE
NORMAL UNIVERSITY-NORTH LUZON by OLIVE JOY F. ANDAYA 2016,
cited that it indicates that individual factors and
instructional factors are predictors of academic performance
of respondents. This also concludes that academic
performance is affected by the student themselves and the
teacher. The teacher who is at the center stage of
instruction really play a major role in the learning of
students. The success or failure of students in school and
in life greatly lie on the hands of the teachers.

Moreover, 26
Philippine Basic Education 2012, said that
“a well-prepared teaching force is necessary for student
achievement. Teacher quality comes from good preparation in
subject content as well as pedagogy. But preparation is only
one part. Experience counts - good students come from
classes whose teachers have ten years of experience. 

24
http://unesdoc.unesco.org/images/0023/002303/230331e.pdf October 7, 2017 11:22 am
25
http://apjor.com/downloads/3003201628.pdf October 7, 2017 11:40 pm
26
http://www.philippinesbasiceducation.us/2012/12/factors-that-influence-student.html
October 7, 2017 11:47 am
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 27

To summarize, these three studies showed that the

quality of the teachers and the school are important factors
in student achievement

On the contrary, Michael Bueza 2014, found in his

interview that "27there are a few companies that would always
go for the top 4 schools," said Eileen Camarillo-Go,
marketing communications manager of Jobstreet.com
Philippines. On the other hand, some industries don't even
look at the top 4 schools at all. A company in the retail
industry, for example, hire graduates from second-tier
universities who are willing to take on "Monday to Saturday"
jobs, Camarillo-Go said.

Along with this, 28

Fresh grads: Do employers care about
where you went to college? 2015, said that "We have
experienced a lot (and I mean a lot, not just a few)
graduates of Ateneo/DLSU/UA&P who flunk actual work ethics
and work attitude. Most use the influence of a parent, tito,
ninong, etc, and name drop with hope that sheer association
can land them the job. They feel that their school is
leverage, but most of the time, those from unknown schools
and colleges tend to perform better and excel not only in
technical skills but also soft skills like people relations,
stress management, time management, and general attitude."

In other words, the quality of the education of the

students does not matter for in job interviews it stated
that they prefer the top 4 schools - University of the
27
https://www.rappler.com/business/54866-fresh-graduates-employers-survey-jobstreet
October 7, 2017 12:41 pm
28
https://www.rappler.com/life-and-style/career/87798-fresh-grads-employers-companies-
school-college-jobstreet-2015 October 07, 2017 12:52 pm
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 28

Philippines (UP), University of Santo Tomas (UST), De La

Salle University (DLSU), and Ateneo de Manila University
(AdMU)in hiring for their companies. Although the more
important factors in hiring people for jobs are their skills
rather than their educational background.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 29

Chapter III

Research Method

3.1 Research Design

Descriptive design, specifically, multiple choice and

open-ended yes or no survey were used by the researcher in
this study and approach to the problem solving that sought
to answer questions to real facts relating to existing
conditions.

Descriptive-state research design was most suitable in

the study because it merely identified and sought for
unrevealed facts regarding to an existing condition which
was “The Relationship between the Class Performance among
the Grade 11 and Grade 12 Students in Adjusting to a New
Environment towards the K to 12 Curriculum.” Through this
appropriate research design, the problem-solving process
about the relationship between the class performance among
the Grade 11 and Grade 12 students in adjusting to a new
environment cleared out all irrelevant facts and therefore,
was accomplished successfully.

3.2 The Subjects

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 30

Respectively, the subjects were take from the senior

high school students of PUP. They were composed of 38
females and 32 males with a total of 70 students. Each
respondent was given equal chance of answering the multiple
choice and open-ended yes or no survey; the table below is
the distribution of the subjects.
Table 3.2
Frequency and Percentage Distribution of the Gender of
the Grade 11 and Grade 12 Students

Gender Grade 11 Grade 12 Total Percentage Rank

Female 25 13 38 54.00 1

Male 15 17 32 46.00 2

Total 40 30 70 100.00

3.3 Research Instrument

The researcher used the multiple choice and open-ended

yes or no survey for gathering data in determining the
relationship between the class performance among the Grade
11 and Grade 12 students in adjusting to a new environment
towards the K to 12 curriculum.

The multiple choice and open-ended yes or no survey that

were conducted by the researcher had two parts. Part I was
consisted of the basic information of students such as name,
gender, age, family income, and grade level. Part II was
consisted of different questions that would answer the given
objectives.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 31

3.4 Data Gathering Procedure

Having found the open-ended yes or no survey reliable,

the researcher asked permission from the school principal of
Mother Ma. Maddalena Starace School (Mrs. Eden V. Erni) and
adviser of Grade 10 (Ms. Eulalia Tolentino.) Along with the
principal of PUP (Prof. Hemmady S. Mora) to allow the
researcher conduct the said study. When approved, the
researcher let the 70 Grade 11 and 40 Grade 12 answered the
said survey The gathering of data was conducted on January
10 and 11, 2018.

3.5 Data Processing Method

After the retrieval of the multiple choice and open-

ended yes or no survey, the researcher tabulated, processed,
organized, analyzed, and assessed the relationship between
the class performance among the Grade 11 and Grade 12
students in adjusting to a new environment towards the K to
12 curriculum. Finally, the answers were categorized
accordingly.

3.6 Statistical Treatment

The statistical techniques used in analyzing and

interpreting the data and testing the null hypothesis of the
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 32

study included the weighted arithmetic mean. The weighted

arithmetic mean, standard deviation, percentage, and
Pearson’s r, were used to determine “The Relationship
between the Class Performance among the Grade 11 and Grade
12 Students in Adjusting to a New Environment towards the K
to 12 Curriculum,” the equations below represent the
techniques being used.
Percentage

f f
P= x 100P= x 100
x x

Pearson’s r
n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

To answer question number one regarding the demographic

profile of the senior high school students — gender, age,
family income, educational attainment of mother, educational
attainment of father, type of school, and general average
for S.Y. 2016 – 2017 — two, three, and four regarding if the
students transfer repeatedly during junior high school for
number two. Do their school offer senior high school for
number three and what are the common problems they encounter
during transferring to a new environment for number four,
the mean, percentage, and standard deviation were use

Where:

f
P= x 100
x
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 33

P = percentage

x = value given

f = frequency

To answer number five regarding the relationship

between the class performance among the Grade 11 and Grade
12 students in adjusting to a new environment towards the K
to 12 curriculum, the Pearson’s r was used.

Where:

n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

R = the Pearson r correlation coefficient

x = the independent variable

y = the dependent variable

∑xy = the summation of the product x and y

∑x = the summation of x

∑y = the summation of y

∑x2 = the square of summation of x

∑y2 = the square of the summation of y

n = the number of pairs

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 34

Chapter IV

Results, Analyses, and Interpretations

This chapter presented the analyses and interpretations

of the data gathered by the researcher using tabular
illustration. The tables and graphs summarized the number of
figures which were obtained from the answers of the
respondents.

This study sought to answer the following questions:

Problem Number 1: What is the demographic profile of

the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Family income

1.4 Educational attainment of the Mother

1.5 Educational attainment of the Father

1.6 Type of school in S.Y. 2016 – 2017

1.7 General average for S.Y. 2016 – 2017?

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 35

4.1.1a Age
Table 4.1.1a
Frequency and Percentage Distribution of the Age of
Grade 11 Students

Age Frequency Decimal Percentage Rank

15 0 0.00 0.00 0

16 7 0.18 18.00 3

17 11 0.28 28.00 2

18 18 0.33 43.00 1

19 3 0.08 8.00 4

20 1 0.03 3.00 0

TOTAL 40 1 100.00

Table 4.1.1a showed that 18 out of 40 respondents were

18 years old with 43 percent. Followed by 17 years old with

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 36

11 respondents that had 28 percent. Seven respondents were

16 years old with 18 percent and 19 years old with three
respondents that had eight percent. Lastly, one respondent
was 20 years old with three percent. None of the respondents
were 15 years old with a total of 100 percent.

4.1.1b Age
Table 4.1.1b
Frequency and Percentage Distribution of the Age of
Grade 12 Students

Age Frequency Decimal Percentage Rank

15 0 0.00 0.00 0

16 1 0.03 3.00 4

17 13 0.43 43.00 1.5

18 13 0.43 43.00 1.5

19 3 0.10 10.00 3

20 0 0.00 0.00 0

TOTAL 30 1.00 100

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 37

Age of Grade 12 Students

50

40

30

20

10

0
16 17 18 19 20 TOTAL

Frequency Percentage
Table 4.1.1b showed that 13 out of 30 respondents were
17 the same with 18 years old with a total of 43 percent
each. Followed by 19 years old, which were composed of three
respondents that had 10 percent. Lastly, 16 years old that
had one respondent with an equivalent of three percent. None
of the respondents were 15 or 20 years old with a total of
100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 38

4.1.2a Gender
Table 4.1.2a
Frequency and Percentage Distribution of the Gender of
Grade 11 Students

Gender Frequency Decimal Percentage Rank

25
Female 0.63 63.00 1

Male 15 0.38 38.00 2

TOTAL 40 1.00 100.00

Gender of Grade 11 Students

120
100
80
60
40
20
0
Female Male TOTAL

Frequency Percentage

Table 4.1.2a showed that 25 out of 40 respondents were

Females with 63 percent and 15 were Males with an equivalent
of 38 percent. With a total of 100 percent.

4.1.2b Gender
Table 4.1.2b
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 39

Gender of Grade 12 Students

120
100
80
60
40
20
0
Female Male TOTAL

Frequency Percentage

Frequency and Percentage Distribution of the Gender of

Grade 12 Students

Gender Frequency Decimal Percentage Rank

13
Female 0.43 43.00 2

Male 17 0.57 57.00 1

TOTAL 30 1.00 100.00

Table 4.1.2b showed that 17 out of 30 respondents were

Males with 57 percent and 13 were Females with an equivalent
of 43 percent. With a total of 100 percent.

4.1.3a Family Income

Table 4.1.3a
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 40

Family Income of Grade 11 Students

120
100
80
60
40
20
0
10,000 10,001 20,001 30,001 40,001 50,001 TOTAL
- - - - - -
below 20,000 30,000 40,000 50,000 above

Frequency Percentage

Frequency and Percentage Distribution of the Family

Income of Grade 11 Students

Family income Frequency Decimal Percentage Rank

10
10,000 – below 0.25 25.00 2

10,001 – 20,000 14 0.35 35.00 1

20,001 – 30,000 3 0.08 8.00 3

30,001 – 40,000 4 0.10 10.00 4

40,001 – 50,000 7 0.18 18.00 0

50,001 – above 2 0.05 5.00 5

TOTAL 40 1.00 100.00

In table 4.1.3a showed that 14 out of 40 respondents

had 10,001 – 20,000 in family income with 35 percent.
Followed by 10,000 – below had 10 respondents with 25
percent. 40,001 – 50,000 had seven respondents with 18
percent and 30,001 – 40,000 with four respondents that had
10 percent. Lastly, 20,001 – 30,000 had three respondents
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 41

with eight percent and two respondents had 50,001 – above

with an equivalent of five percent with a total of 100
percent.

4.1.3b Family Income

Table 4.1.3b
Frequency and Percentage Distribution of the Family
Income of Grade 12 Students

Family income Frequency Decimal Percentage Rank

5
10,000 – below 0.17 17.00 4.5

10,001 – 20,000 7 0.23 23.00 1.5

20,001 – 30,000 7 0.23 23.00 1.5

30,001 – 40,000 6 0.20 20.00 3

40,001 – 50,000 0 0.00 0.00 0

50,001 and above 5 0.17 16.67 4.5

TOTAL 30 1.00 100.00

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 42

Family Income of Grade 12 Students

120
100
80
60
40
20
0
10,000 10,001 20,001 30,001 40,001 50,001 TOTAL
- below - - - - - above
20,000 30,000 40,000 50,000

Frequency Percentage

In table 4.1.3b showed that seven out of 30 respondents

both had 10,001 – 20,000 and 20,001 – 30,001 as their family
income with 23 percent. Followed by 30,001 – 40,000 which
were composed of six respondents with 20 percent. Lastly,
10,001 – below and 50,001 – above both had five respondents
with an equivalent of 17 percent. None of them had 40,001 –
50,000 in the family income. With a total of 100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 43

4.1.4a Educational Attainment of the Mother

Table 4.1.4a
Frequency and Percentage Distribution of the
Educational Attainment of the Mother of Grade 11 Students

Educational Frequency Decimal Percentage Rank

Attainment

Elementary 1 5.5
0.03 3.00
Level(EL)

Elementary
1 0.03 3.00 5.5
Graduate(EG)

High School
6 0.15 15.00 4
Level(HSL)

High School
11 0.28 28.00 2
Graduate(HSG)

College
8 0.20 20.00 3
Level(CL)

College
13 0.33 33.00 1
Graduate(CG)

TOTAL 40 1.00 100.00

Table 4.1.4a showed that 13 out of 40 respondents were

College Graduates with 38 percent. Followed by the High
School Graduates that had 11 respondents with 28 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 44

Educational Attainment of the Mother

of the Grade 11 Students
120
100
80
60
40
20
0
EL EG HSL HSG CL CG TOTAL

Frequency Percentage
Eight were College Level with 20 percent and six respondents
in High School Level with 15 percent. Lastly, Elementary
Level same with Elementary Graduate had one respondent with
an equivalent of three percent with a total of 100 percent.

4.1.4b. Educational Attainment of the Mother

Table 4.1.4b
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 45

Frequency and Percentage Distribution of the

Educational Attainment of the Mother of Grade 12 Students

Educational Frequency Decimal Percentage Rank

Attainment

Elementary 0 0
0.00 0.00
Level(EL)

Elementary
1 0.03 3.45 5
Graduate(EG)

High School
3 0.10 10.34 4
Level(HSL)

High School
7 0.24 24.14 3
Graduate(HSG)

College
8 0.28 28.00 2
Level(CL)

College
11 0.38 38.00 1
Graduate(CG)

TOTAL 29 1.00 100.00

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 46

Educational Attainment of the Mother

of Grade 12 Students
120
100
80
60
40
20
0
EL EG HSL HSG CL CG TOTAL

Frequency Percentage

Table 4.1.4b showed that 11 out of 29 respondents were

College Graduates with 38 percent. Followed by the College
Level that had eight respondents with 28 percent. Seven were
High School Graduates with 24 percent and three respondents
in High School level with ten percent. Lastly, one
Elementary Graduate with an equivalent of three percent.
None of them were Elementary Level with a total of 100
percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 47

4.1.5a Educational Attainment of the Father

Table 4.1.5a
Frequency and Percentage Distribution of the
Educational Attainment of the Father of Grade 11 Students

Educational Frequency Decimal Percentage Rank

Attainment

Elementary 1 0.03 1.5

3.00
Level(EL)

Elementary
1 0.03 3.00 1.5
Graduate(EG)

High School
4 0.10 10.00 3
Level(HSL)

High School
7 0.18 18.00 4
Graduate(HSG)

College
10 0.25 25.00 5
Level(CL)

College
15 0.38 38.00 6
Graduate(CG)

TOTAL 40 1.00 100.00

Table 4.1.5a showed that 15 out of 40 respondents were

College Graduate with 38 percent. Followed by College Level
that had 10 respondents with 25 percent. Seven respondents
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 48

Educational Attainment of the Father

of Grade 11 Students
120
100
80
60
40
20
0
EL EG HSL HSG CL CG TOTAL

Frequency Percentage

were High School Graduate with 18 percent and four were High
School Level with 10 percent. Elementary Level along with
Elementary Graduate had one respondent each with an
equivalent of three percent with a total of 100 percent.

4.1.5b Educational Attainment of the Father

Table 4.1.5b
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 49

Frequency and Percentage Distribution of the

Educational Attainment of the Father of Grade 12 Students

Educational Frequency Decimal Percentage Rank

Attainment

Elementary 2 0.07 5
7.00
Level(EL)

Elementary
0 0.00 0.00 0
Graduate(EG)

High School
3 0.10 10.00 4
Level(HSL)

High School
4 0.14 14.00 3
Graduate(HSG)

College
12 0.41 41.00 1
Level(CL)

College
8 0.28 28.00 2
Graduate(CG)

TOTAL 29 1.00 100.00

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 50

Educational Attainment of the Father

of Grade 12 Students
120
100
80
60
40
20
0
EL EG HSL HSG CL CG TOTAL

Frequency Percentage

Table 4.1.5b showed that 12 out of 29 respondents were

College Level with 41 percent. Followed by College Graduate
that had eight respondents with 28 percent. Four respondents
were High School Graduate with 14 percent and three were
High School Level with 10 percent. Lastly, Elementary Level
had two respondents with an equivalent of seven percent with
a total of 100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 51

4.1.6a Type of School in S.Y. 2016 - 2017

Table 4.1.6a

Type of School in S.Y. 2016 - 2017

of Grade 11 Students
150
100
50
0
Small Big TOTAL
School School

Frequency Percentage

Frequency and Percentage Distribution of the Type of School

in S.Y. 2016 - 2017 of Grade 11 Students

Type of School Frequency Decimal Percentage Rank

15 38.00
Small School 0.38 2

Big School 25 0.63 63.00 1

TOTAL 40 1.00 100.00

Table 4.1.6b showed that 25 out of 40 respondents were

from Small School with 63 percent and 15 were from Big
School with an equivalent of 38 percent with a total of 100
percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 52

4.1.6b Type of School in S.Y. 2016 - 2017

Table 4.1.6b

Type of School in S.Y. 2016 - 2017

of Grade 12 Students
120
80
40
0
Small Big TOTAL
School School

Frequency Percentage

Frequency and Percentage Distribution of the Type of School

in S.Y. 2016 - 2017 of Grade 12 Students

Type of School Frequency Decimal Percentage Rank

13 43.00
Small School 0.43 2

Big School 17 0.57 57.00 1

TOTAL 30 1.00 100.00

Table 4.1.6b showed that 17 out of 30 respondents were

from Big School with 56 percent and 13 were from Small
School with an equivalent of 43 percent with a total of 100
percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 53

4.1.7a General Average in S.Y. 2016 – 2017

Table 4.1.7a
Frequency and Percentage Distribution of the General Average
in S.Y. 2016 – 2017 of Grade 11 Students

General Average in S.Y. 2016 - 2017

of the Grade 12 Students
150
100
50
0
o w 8 0 8 5 9 0 9 5 0 0 A L
b el 7 6- 8 1- 8 6- 9 1- -1 T OT
- 96
75
Frequency Percentage

General Frequency Decimal Percentage Rank

Average
0
75 - below 0.00 0.00 0

76 – 80 0 0.00 0.00 0

81 – 85 6 0.15 15.00 3

86 – 90 23 0.58 58.00 1

91 – 95 7 0.18 18.00 2

96 – 100 0 0.00 0.00 0

TOTAL 40 1.00 100.00

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 54

Table 4.1.7a showed that 58 out of 40 respondents had

86 – 90 with 58 percent. Followed by 91 - 95, which were
composed of seven respondents with 18 percent. Lastly, 81 –
85 that had six respondents with an equivalent of 18
percent. None of them had 75 – below, 76 – 80, and 96 – 100
with a total of 100 percent.

4.1.7b General Average in S.Y. 2016 – 2017

Table 4.1.7b
Frequency and Percentage Distribution of the General Average
in S.Y. 2016 – 2017 of Grade 12 Students

General Frequency Decimal Percentage Rank

Average
0
75 - below 0.00 0.00 0

76 – 80 0 0.00 0.00 0

81 – 85 2 0.07 7.00 3

86 – 90 21 0.70 70.00 1

91 – 95 7 0.23 23.00 2

96 – 100 0 0.00 0.00 0

TOTAL 30 1.00 100.00

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 55

General Average in S.Y. 2016 - 2017

of the Grade 12 Students
150
100
50
0
o w 8 0 8 5 9 0 9 5 0 0 A L
b el 7 6- 8 1- 8 6- 9 1- -1 T OT
- 96
75
Frequency Percentage

Table 4.1.7b showed that 21 out of 30 respondents had

86 – 90 with a total of 70 percent. Followed by 91 – 95,
which were composed of seven respondents with 23 percent.
Lastly, 81 – 85 that had two respondents with an equivalent
of six percent. None of them had 75 – below, 76 – 80, and 96
– 100 with a total of 100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 56

Problem Number 2: Does the student transfer repeatedly

during junior high school?

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 57

Table 4.2.1a
Frequency, Decimal, and Percentage Distribution of
Transferring Repeatedly During Junior High School of Grade
11 Students
Question No. 1 Frequency Decimal Percentage Rank
Yes 7 0.18 18.00 2
No 33 0.83 83.00 1
TOTAL 40 1.00 100.00

In transferring repeatedly during junior high school,

33 out of 30 respondents answered No with 83 percent and
seven respondents answered Yes with an equivalent of 18
percent with a total of 100 percent.

Table 4.2.1b
Frequency, Decimal, and Percentage Distribution of
Transferring Repeatedly During Junior High School of Grade
12 Students
Question No. 1 Frequency Decimal Percentage Rank
Yes 6 0.20 20.00 2
No 24 0.80 80.00 1
TOTAL 30 1.00 100.00

In transferring repeatedly during junior high school,

six out of 30 respondents answered Yes with 20 percent and
24 respondents answered No with an equivalent of 80 percent
with a total of 100 percent.
Table 4.2.2a
Frequency, Decimal, and Percentage Distribution of the
Reasons for Transferring of the Grade 11 Students
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 58

Question No. 2 Frequency Decimal Percentage Rank

Better
learning 27 0.52 52.00 1
environment
Change of
7 0.13 13.00 3
address
Increase of
2 0.04 4.00 5
tuition fee
Scholarship 11 0.21 21.00 2
Bullies 1 0.02 2.00 6
Teacher factor 4 0.08 8.00 4
Others 0 0.00 0.00 0

In the reasons for transferring, 27 out 52 choose

Better learning environment with 52 percent. Followed by
Scholarship with 21 percent that had 11 respondents. Change
of address had seven answers with 13 percent and Teacher
factor had four answers with eight percent. Lastly, Increase
of tuition fee had four percent with two answers and Bullies
that had one answer with an equivalent of two percent. None
of the respondents choose Others with a total of 100
percent.

Table 4.2.2b
Frequency, Decimal, and Percentage Distribution of the
Reasons for Transferring of the Grade 12 Students
Question No. 2 Frequency Decimal Percentage Rank
Better 17 0.49 49.00 1
learning
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 59

environment
Change of
10 0.29 29.00 2
address
Increase of
0 0.00 0.00 0
tuition fee
Scholarship 4 0.11 11.00 5
Bullies 0 0.00 0.00 0
Teacher factor 5 0.14 14.00 4
Others 0 0.00 0.00 0
TOTAL 35 1.00 100.00

In the reasons for transferring, 17 out 35 answered

choose Better learning environment with 49 percent. Followed
by Change of address with 29 percent that had ten
respondents. Lastly, Teacher factor had five answers with 14
percent and Scholarship had four percent with an equivalent
of 11 percent. None of the respondents choose Increase of
income, Bullies, and Others in the questionnaire with a
total of 100 percent.

Table 4.2.3a
Frequency, Decimal, and Percentage Distribution of the
Transferring Despite the Difficulty in Adjusting to a New
Environment of the Grade 11 Students
Question No. 3 Frequency Decimal Percentage Rank
Yes 25 0.63 63.00 1
No 15 0.38 38.00 2
TOTAL 40 1.00 100.00
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 60

In the reasons for transferring, 25 out of 40

respondents answered Yes with 63 percent and 15 answered No
with an equivalent of 38 percent with a total of 100
percent.

Table 4.2.3b
Frequency, Decimal, and Percentage Distribution of the
Transferring Despite the Difficulty in Adjusting to a New
Environment of the Grade 12 Students
Question No. 3 Frequency Decimal Percentage Rank
Yes 15 0.50 50.00 1.5
No 15 0.50 50.00 1.5
TOTAL 30 1.00 100.00

\ In the reasons for transferring, both Yes and No had 15

out of 30 respondents with an equivalent of both 50 percent
with a total of 100 percent.

Table 4.2.4a
Frequency, Decimal, and Percentage Distribution of the
Reasons for Transferring if their Previous School Offered
Senior High School of the Grade 11 Students
Question No. 8 Frequency Decimal Percentage Rank
Better
learning 27 0.40 40.00 1
environment
Dream school 9 0.13 13.00 3
Scholarship 8 0.12 12.00 4
Applicable for 15 0.22 22.00 2
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 61

chosen course
Increase of
2 0.03 3.00 6
income
Decrease of
7 0.10 10.00 5
income
Others 0 0.00 0.00 0
TOTAL 68 1.00 100.00

In the reasons for transferring if their previous

school offered senior high school, 27 out of 64 choose
Better learning environment with 40 percent. Followed by
Applicable course for chosen course which had 15 answers
with 22 percent. Dream school had nine answers with 13
percent and Scholarship that had eight answers with 12
percent. Lastly, Decrease of income that had two answers
with an equivalent of three percent. None of the respondents
choose Others with a total of 100 percent.

Table 4.2.4b
Frequency, Decimal, and Percentage Distribution of the
Reasons for Transferring if their Previous School Offered
Senior High School of the Grade 11 Students
Question No. 8 Frequency Decimal Percentage Rank
Better
learning 20 0.45 45.00 1
environment
Dream school 5 0.11 11.00 4
Scholarship 7 0.16 16.00 3
Applicable for
10 0.23 23.00 2
chosen course
Increase of
1 0.02 2.00 5.5
income
Decrease of 1 0.02 2.00 5.5
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 62

income
Others 0 0.00 0.00 0
TOTAL 44 1.00 100.00

In the reasons for transferring if their previous

school offered senior high school, 20 out of 44 answers
choose Better learning environment with 45 percent. Followed
by Applicable for chosen course which had 10 answers with 23
percent. Scholarship had seven answers with 16 percent and
Dream school that had five answers with 11 percent. Lastly,
Increase and Decrease of income that with one choice E with
an equivalent of two percent. None of the respondents choose
Others with a total of 100 percent.

Problem 3: Did the population of your school matter to

you?

Table 4.3.1a
Frequency, Decimal, and Percentage Distribution of the
Population of the School Matters to the Grade 11 Students
Question No. 12 Frequency Decimal Percentage Rank
Yes 6 0.15 15.00 2
No 34 0.85 85.00 1
TOTAL 40 1.00 100.00

In if the population of the school mattered, 34 out 40

answered No with 85 percent and six answered Yes with an
equivalent of 15 percent with a total of 100 percent.

Table 4.3.1b
Frequency, Decimal, and Percentage Distribution of the
Population of the School Matters to the Grade 12 Students
Question Frequency Decimal Percentage Rank
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 63

No. 12
Yes 14 0.47 47.00 2
No 16 0.53 53.00 1
TOTAL 30 1.00 100.00

In if the population of the school mattered, 14 out 30

answered Yes with 47 percent and 16 answered No with an
equivalent of 53 percent with a total of 100 percent.

Table 4.3.2a
Frequency, Decimal, and Percentage Distribution of the
Qualities of the Ideal School of the Grade 11 Students
Question No. 13 Frequency Decimal Percentage Rank
Good quality
32 0.28 28.00 1
education
Categorized as the
top schools in 16 0.14 14.00 3
Manila
Full scholarship
8 0.07 7.00 7
in varsity
Full scholarship
8 0.07 7.00 7
in academics
Half payment
9 0.08 8.00 5
scholarship
Same school with
8 0.07 7.00 7
your peers
Well organized
18 0.16 16.00 2
facilities
Convenient
15 0.13 13.00 4
transportation
TOTAL 114 1.00 100.00
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 64

In the qualities of their ideal school, 32 out of 114

choose Good quality education with 28 percent. Followed by
Well organized facilities which were composed of 18 answers
with 16 percent. Category as the top schools in Manila with
16 answers that had 14 percent and Convenient transportation
with 15 answers that had 13 percent. Half payment
scholarship that had nine answers with eight percent.
Lastly, Full scholarship in varsity, Full scholarship in
academics, and Same school with peers had eight respondents
each with an equivalent of seven percent with a total of 100
percent.

Table 4.3.2b
Frequency, Decimal, and Percentage Distribution of the
Qualities of the Ideal School of the Grade 12 Students
Question No. 13 Frequency Decimal Percentage Rank
Good quality
26 0.24 24.00 1
education
Categorized as the
top schools in 17 0.16 16.00 4
Manila
Full scholarship
8 0.07 7.00 6
in varsity
Full scholarship
18 0.17 17.00 3
in academics
Half payment
19 0.18 18.00 2
scholarship
Same school with
15 0.14 14.00 5
your peers
Well organized
3 0.03 3.00 7
facilities
Convenient 2 0.02 2.00 8
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 65

transportation
TOTAL 44 1.47 100.00

In the qualities of their ideal school, 26 out of 108

answers choose Good quality education with 24 percent.
Followed by Half payment tuition which were composed of 19
answers with 18 percent. Full scholarship in academics with
18 answers that had 17 percent and Category as the top
schools in Manila with 16 answers that had 16 percent. Same
school with peers that had 15 answers with 14 percent and
Full scholarship in varsity that had eight answers with
seven percent. Lastly, Well organized facilities had three
answers with two percent and Convenient transporta tion
with two answers that had one percent with a total of 100
percent.

Problem 4: What are the common problems they encounter

during transferring to a new environment?

Table 4.4.1a
Frequency, Decimal, and Percentage Distribution of
Encountering Problems in Transferring to a New Environment
of the Grade 11 Students
Question No. 4 Frequency Decimal Percentage Rank
Yes 25 0.63 63.00 1
No 15 0.38 38.00 2
TOTAL 40 1.00 100.00

In the encountering problems in transferring to a new

environment, 25 out of 40 respondents answered Yes with 63
percent and 15 respondents answered No with an equivalent of
38 percent with a total of 100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 66

Table 4.4.1b
Frequency, Decimal, and Percentage Distribution of
Encountering Problems in Transferring to a New Environment
of the Grade 12 Students
Question No. 4 Frequency Decimal Percentage Rank
Yes 9 0.30 30.00 2
No 21 0.70 70.00 1
TOTAL 30 1.00 100.00

In the encountering problems in transferring to a new

environment, 21 out of 30 respondents answered Yes with 70
percent and nine respondents answered No with an equivalent
of 30 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 67

Table 4.4.2a
Frequency, Decimal, and Percentage Distribution of the
Common Problems Encountered of the Grade 11 Students
Question No. 5 Frequency Decimal Percentage Rank
Culture shock 17 0.25 25.00 1.5
Difficulty in
participating 12 0.17 17.00 3
in class
Changes in the
teaching 17 0.25 25.00 1.5
method
Strict
7 0.10 10.00 5.5
policies
Difficulty in
8 0.12 12.00 4
socializing
Feeling out of
7 0.10 10.00 5.5
place
Difficulty in
1 0.01 1.00 7
transportation
TOTAL 79 1.00 100.00

In the common problems encountered, Culture shock same

with Change in teaching method had 17 answers each with 25
percent. Followed by Difficulty in participating in class
with 12 answers which were composed of 17 percent and
Difficulty in socializing had eight answers with 12 percent.
Strict policies and Feeling out of place had seven answers
each with 10 percent. Lastly, Difficulty in transportation
with one answer that had one percent with a total of 100
percent.

Table 4.4.2b
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 68

Frequency, Decimal, and Percentage Distribution of the

Common Problems Encountered of the Grade 12 Students
Question No. 5 Frequency Decimal Percentage Rank
Culture shock 8 0.14 45.00 4
Difficulty in
participating 14 0.24 11.00 1
in class
Changes in the
teaching 13 0.22 16.00 2
method
Strict
6 0.10 23.00 6
policies
Difficulty in
9 0.16 2.00 3
socializing
Feeling out of
7 0.12 2.00 5
place
Adjusting to
new 1 0.02 0.00 7
environment
TOTAL 58 1.00 100.00

Frequency, Decimal, and Percentage Distribution of

Overcoming the Problems of the Grade 11 Students
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 69

Question No. 6 Frequency Decimal Percentage Rank

Friendly environment 26 0.33 33.00 1
Advanced studying 8 0.10 10.00 5
Learning to adjust to
11 0.14 14.00 3
the policies
Interacting with
17 0.22 22.00 2
classmates/schoolmates
Repetition of daily
10 0.13 13.00 4
routine
Perseverance in
achieving the honor 7 0.09 9.00 6
roll
Others 0 0.00 0.00
TOTAL 79 1.00 100.00

In overcoming the problems, 26 out of 79 choose

Friendly environment with 33 percent. Followed by,
Interacting with classmates/schoolmates with 17 answers that
had 22 percent and Learning to adjust to the policies with
11 answers that had 14 percent. Repetition of daily routine
with 10 answers that had 13 percent and Advance studying
with eight answers that had 10 percent. Lastly, Perseverance
in the honor roll that had seven answers with an equivalent
nine percent. None of the respondents choose Others with a
total of 100 percent.

Table 4.4.3b
Frequency, Decimal, and Percentage Distribution of
Overcoming the Problems of the Grade 12 Students
Question No. 6 Frequency Decimal Percentage Rank
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 70

Friendly environment 21 0.26 26.00 2

Advanced studying 4 0.05 5.00 6
Learning to adjust to
11 0.13 13.00 4
the policies
Interacting with
23 0.28 28.00 1
classmates/schoolmates
Repetition of daily
15 0.18 18.00 3
routine
Perseverance in
achieving the honor 7 0.09 9.00 5
roll
Admiration to
1 0.01 1.00 7
schoolmates/classmates
TOTAL 82 1.00 100.00

In overcoming the problems, 23 out of 82 choose

Interacting with classmates/schoolmates with 28 percent.
Followed by, Friendly environment with 21 answers that had
26 percent and Repetition of daily routine with 15 answers
that had 18 percent. Learning to adjust to the rules with 11
answers that had 13 percent and Perseverance in the honor
roll with seven answers that had nine percent. Lastly,
Advance studying with four answers that had five percent and
admiration to schoolmates/classmates that had one percent
with an equivalent of 100 percent.

Table 4.4.4a
Frequency, Decimal, and Percentage Distribution of Taking a
Long Period of Time to Adjust of the Grade 11 Students
Question No. 7 Frequency Decimal Percentage Rank
Yes 8 0.20 20.00 2
No 32 0.80 80.00 1
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 71

TOTAL 40 1.00 100.00

In taking a long period of time to adjust, 32 out of 40

respondents answered no with 80 percent and eight
respondents answered yes with an equivalent of 20 percent
with a total of 100 percent.

Table 4.4.4b
Frequency, Decimal, and Percentage Distribution of Taking a
Long Period of Time to Adjust of the Grade 12 Students
Question
Frequency Decimal Percentage Rank
No. 7
Yes 9 0.30 30.00 2
No 21 0.70 70.00 1
TOTAL 30 1.00 100.00

In taking a long period of time to adjust, 21 out of 30

respondents answered yes with 70 percent and nine
respondents answered no with an equivalent of 30 percent
with a total of 100 percent.

Problem Number 5: Do the students prefer big school or

small school?

Table 4.5.1a
Frequency, Decimal, and Percentage Distribution of the
Preferred School of the Grade 11 Students
Question No. 9 Frequency Decimal Percentage Rank
Small School 10 0.25 25.00 2
Big School 30 0.75 75.00 1
TOTAL 40 1.00 100.00

In the preferred school, 30 out of 40 respondents

choose Big school with 75 percent and 10 respondents choose
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 72

Small school with an equivalent of 25 percent with a total

of 100 percent.

Table 4.5.1b
Frequency, Decimal, and Percentage Distribution of the
Preferred School of the Grade 12 Students
Question No. 9 Frequency Decimal Percentage Rank
Small School 4 0.13 13.00 2
Big School 26 0.87 87.00 1
TOTAL 30 1.00 100.00

In the preferred school, 26 out of 30 respondents

choose Big school with 87 percent and four respondents
choose Small school with an equivalent of 13 percent with a
total of 100 percent.

Table 4.5.2a
Frequency, Decimal, and Percentage Distribution of the
Population of the Previous School of the Grade 11 Students
Question No. 10 Frequency Decimal Percentage Rank
500 – below 1 0.03 3.00 3.5
501 – 600 0 0.00 0.00 0
601 – 701 3 0.08 8.00 2
701 – 800 0 0.00 0.00 0
801 – 900 1 0.03 3.00 3.5
901 – above 35 0.88 88.00 1
TOTAL 40 1.00 100.00

In the population of the previous school, 35 out of 40

respondents choose 901 – above with 88 percent. Followed by
601 – 700 that had three respondents with eight percent.
Lastly, 500 – below and 801 – 900 had one respondent each
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 73

with three percent. None of the respondents choose 501 –

600, 601 – 701 and 701 – 801 with a total of 100 percent.

Table 4.5.2b
Frequency, Decimal, and Percentage Distribution of the
Population of the Previous School of the Grade 12 Students
Question No. 10 Frequency Decimal Percentage Rank
500 – below 0 0.00 0.00 0
501 – 600 0 0.00 0.00 0
601 – 701 0 0.00 0.00 0
701 – 800 0 0.00 0.00 0
801 – 900 1 0.03 3.00 2
901 – above 29 0.97 97.00 1
TOTAL 30 1.00 100.00

In the population of the previous school, 29 out of 30

respondents choose 901 – above with 97 percent and one
respondent choose 801 – 901 that had three percent. Lastly,
none of the respondents choose 500 – below, 501 – 600, 601 –
701 and 701 – 801 with a total of 100 percent.

Table 4.5.3a
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 74

Frequency, Decimal, and Percentage Distribution if the

Population of the School was Comfortable to
the Grade 11 Students
Question No. 11 Frequency Decimal Percentage Rank
Yes 28 0.70 70.00 1
No 12 0.30 30.00 2
TOTAL 40 1.00 100.00

Question No. 11 Frequency Decimal Percentage Rank

Yes 24 0.80 80.00 1
No 6 0.20 20.00 2
TOTAL 30 1.00 100.00

In if the population of the school was comfortable,24

out of 30 respondents answered yes with 80 percent and six
answered no that had an equivalent 20 percent with a total
of 100 percent.

Problem Number 6: What is the relationship between

students who prefer Big schools to
students who prefer Small school to
their adjustment in the K to 12
curriculum?

Table 4.6.1a
Frequency, Decimal, and Percentage Distribution of the
Recommended School in Grade 11 from Small School
Question No. 16 Frequency Decimal Percentage Rank
Small school 6 0.38 38.00 2
Big school 10 0.63 63.00 1
TOTAL 16 1.00 100.00
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 75

In table 4.6.1a, it showed that 10 out of 16

respondents chose Big school with 63 percent and Small
school with six respondents with an equivalent of 38 percent
with a total of 100 percent.

Table 4.6.1a
Frequency, Decimal, and Percentage Distribution of the
Recommended School in Grade 11 from Big School
Question No. 16 Frequency Decimal Percentage Rank
Small school 8 0.33 33.00 2
Big school 16 0.67 67.00 1
TOTAL 24 1.00 100.00

In table 4.6.1a, it showed that 16 out of 24

respondents chose Big school with 67 percent and Small
school with eight respondents with an equivalent of 33
percent with a total of 100 percent.

Table 4.6.1b
Frequency, Decimal, and Percentage Distribution of the
Recommended School in Grade 12 from Small School
Question No. 16 Frequency Decimal Percentage Rank
Small school 4 0.29 29.00 2
Big school 10 0.71 71.00 1
TOTAL 14 1.00 100.00

In table 4.6.1b, it showed that 10 out of 14

respondents chose Big school with 71 percent and Small
school with four respondents with an equivalent of 29
percent with a total of 100 percent.

Table 4.6.1b
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 76

Frequency, Decimal, and Percentage Distribution of the

Recommended School in Grade 12 from Big School
Question No. 16 Frequency Decimal Percentage Rank
Small school 6 0.43 43.00 2
Big school 8 0.57 57.00 1
TOTAL 14 1.00 100.00

Question No. 18 Frequency Decimal Percentage Rank

School size 2 0.13 13.00 2
Quality
14 0.88 88.00 1
education
TOTAL 16 1.00 100.00

In table 4.6.2a, 14 out of 16 respondents answered

Quality education with 88 percent and two chose School size
with an equivalent of 13 percent with a total of 100
percent.

Table 4.6.2a
Frequency, Decimal, and Percentage Distribution of the
Importance in Evaluating Schools in Grade 11
from Big School
Question No. 18 Frequency Decimal Percentage Rank
School size 4 0.17 17.00 2
Quality
20 0.83 83.00 1
education
TOTAL 24 1.00 100.00

In table 4.6.2a, 20 out of two respondents answered

Quality education with 83 percent and four chose School size
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 77

with an equivalent of 17 percent with a total of 100

percent.

Table 4.6.2b
Frequency, Decimal, and Percentage Distribution of the
Importance in Evaluating Schools in Grade 12
from Small School
Question No. 18 Frequency Decimal Percentage Rank
School size 1 0.07 7.00 2
Quality
13 0.93 93.00 1
education
TOTAL 14 1.00 100.00

In table 4.6.2b, 13 out of 14 respondents answered

Quality education with 93 percent and one chose School size
with an equivalent of seven percent with a total of 100
percent.

Table 4.6.2b
Frequency, Decimal, and Percentage Distribution of the
Importance in Evaluating Schools in Grade 12
from Big School
Question No. 18 Frequency Decimal Percentage Rank
School size 0 0.00 0.00 0
Quality
16 1.00 100.00 1
education
TOTAL 16 1.00 100.00

In table 4.6.2b, 16 out of 16 respondents answered

Quality education with 100 percent and none of the
respondents chose School size with a total of 100 percent.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 78

Table 4.6.3a
Pearson’s r Correlation of the Grade 11 and Grade 12 from
Small School Who Answered Yes
Grade
Questions Grade11(x) X2 Y2 Xy
12(y)
Difference between
16 256 16 256 256
small and big school
Difficulty in
adjusting of student
from small to big 4 16 7 49 28
school and vice
versa
Effect of school 3 9 6 36 18
population/size in
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 79

class performance
Small schools better
2 4 3 9 6
than big schools
Big schools offer
wide variety of
classes and
activities that 5 25 8 64 40
gives the students
and advantage in
socializing
Summation 30 310 40 414 348

Given:
r = Pearson’s r correlation coefficient
∑ = summation
N = the number of pairs
X = answers of Grade 11
Y = answers of Grade 12

Formula:
n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

5(348)−(30)(40)
r=
√¿ ¿ ¿

1740−1200
r=
√ [1550−900][2070−1600¿]¿
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 80

540
r=
√ [600][470¿]¿
540
r=
√ 282000
540
r=
531.04

r =1

Table 4.6.3a
Pearson’s r Correlation of the Grade 11 and Grade 12 from
Big School Who Answered Yes
Grade
Questions Grade 11(x) X2 Y2 Xy
12(y)
Difference between
small and big 16 256 16 256 256
school
Difficulty in
adjusting of
student from small 11 121 9 81 99
to big school and
vice versa
Effect of school
population/size in 8 64 6 36 48
class performance
Small schools
better than big 9 81 1 1 9
schools
Big schools offer 19 361 13 169 247
wide variety of
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 81

classes and
activities that
gives the students
and advantage in
socializing
Summation 63 883 45 543 659

Given:
r = Pearson’s r correlation coefficient
∑ = summation
N = the number of pairs
X = yes answers
Y = no answers

Formula:
n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

5(659)−(63)(45)
r=
√¿ ¿ ¿

3295−2835
r=
√ [4415−3969] [2715−2025¿]¿
460
r=
√ [446][690¿] ¿
460
r=
√ 307740
460
r=
555
 Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 82

r =0.83

Table 4.6.3b
Pearson’s r Correlation of the Grade 11 and Grade 12 from
Small School Who Answered No
Questions Grade 11(x) X2 Grade 12(y) Y2 Xy
Difference between
0 0 0 0 0
small and big school
Difficulty in
adjusting of student
12 144 7 49 84
from small to big
school and vice versa
Effect of school
population/size in 13 169 8 64 104
class performance
Small schools better
13 169 11 121 143
than big schools
Big schools offer
wide variety of
classes and
activities that gives 11 121 6 36 66
the students and
advantage in
socializing
Summation 49 603 32 270 397
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 83

Given:
r = Pearson’s r correlation coefficient
∑ = summation
N = the number of pairs
X = answers of Grade 11
Y = answers of Grade 12

Formula:
n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

5(397)−(49)(32)
r=
√¿¿ ¿

1985−1568
r=
√ [3015−2401][1350−1024¿ ]¿
417
r=
√ [614 ][ 326¿]¿
417
r=
√ 200164
417
r=
447.40
r =0.93

Table 4.6.3b
Pearson’s r Correlation of the Grade 11 and Grade 12 from
Big School Who Answered No
Questions Grade 11(x) X2 Grade 12(y) Y2 Xy
Difference between 0 0 0 0 0
 Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 84

small and big school

Difficulty in
adjusting of student
13 169 7 49 91
from small to big
school and vice versa
Effect of school
population/size in 16 256 10 100 160
class performance
Small schools better
15 225 15 225 225
than big schools
Big schools offer wide
variety of classes and
activities that gives
5 25 6 36 30
the students and
advantage in
socializing
Summation 49 675 38 410 506
Given:
r = Pearson’s r correlation coefficient
∑ = summation
N = the number of pairs
X = answers of Grade 11
Y = answers of Grade 12
Formula:
n Σ xy−(Σ x)(Σ y )
r=
√¿ ¿ ¿

5(506)−(49)( 38)
r=
√¿ ¿ ¿

2530−1862
r=
√ [3375−2401][2115−1444¿]¿
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 85

668
r=
√ [974 ][1971¿]¿
668
r=
√ 1919754
669
r=
1385.55
r =0.48

The Pearson’s r correlation coefficient of students who

prefer big schools to students who prefer small schools in
Senior High School was 1 and 0.83. This indicated that a
perfect relationship and a very high relationship existed
between the preferred school and class performance of the
Senior High School Students.

Chapter V
Summary of Findings,
Conclusions, and Recommendations

This chapter presented a brief summary of the study,

the significant findings to answer the specific questions of
the study, conclusions drawn, and recommendations offered.

5.1 Summary of Findings

This study sought to determine Relationship between the

Class Performance among the Grade 11 and Grade 12 Students
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 86

in Adjusting to a New Environment towards the K to 12

Curriculum.

Specifically, this study sought to answer the following

questions:

1. What is the demographic profile of the students in

terms of:

a. Age;

b. Gender;

c. Family income;

d. Educational attainment of Mother;

e. Educational attainment of Father;

f. Type of school in S.Y. 2016 - 2017; and

g. General average S.Y. 2016 - 2017?;

2. Does the student transfer repeatedly during junior

high school? ;

3. Did the population of their school mattered to the

student? ;

4. What are the common problems they encounter during

transferring to a new environment? ;

5. Do the students prefer big school or small school? ;

and
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 87

6. What is the relationship between students who prefer

big schools to students who prefer small school to
their adjustment in the K to 12 curriculum?

Based on the results of analyses of the data the

findings were summarized as follows:

1. What is the demographic profile of the respondents in

terms of:
a. Age
a.1, In the age of Grade 11, 18 or 43.00% were 18
years old, 11 or 28% were 17 years old.
a.2, In the age of Grade 12,13 or 43.00% were 17
and 18 years old, three or 10.00% 19 years
old.

b. Gender
b.1, In the gender of Grade 11, 25 or 63.00% were
females, 15 or 38.00% were males.
b.2, In the gender of Grade 12, 17 or 53.00% were
males, 13 or 43.00% were females.

c. Family income
c.1, In the family income of Grade 11, 14 or
35.00%
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 88

students answered 10,001 – 20,000, 10 or

25.00% students answered 10,000 – below.
c.2, In the family income of Grade 12, seven or
23.00% students answered 10,001 – 20,000 and
20,001 – 30,000, six or 20.00& students
answered 30,001 – 40,000.

d. Educational attainment of Mother

d.1, In the educational attainment of Mother in
Grade 11, 13 or 33.00% were college
graduate,
11 or 28.00% were high school graduate.
d.2, 11 or 38.00% were college graduate, eight or
28.00% were college level.

e. Educational attainment of Father

e.1, one or three percent were both elementary
level and graduate, four or 10% were high
school level.
e.2, 12 or 41.00% were college level, eight or
28.00% were college graduate.

f. Type of school in S.Y. 2016 – 2017

f.1, 25 or 63.00% were from big school, 15 or
38.00%
were from small school.
f.2, 17 or 57.00% were from big school, 13 or
43.00%
were from small school.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 89

g. General Average in S.Y. 2016 – 2017

g.1, 23 of 40 got 86-90 that contained 58.00%,
seven
of 40 got 91-95 that contained 18.00%.
g.2, 21 of 40 got 86-90 that contained 70.00%,
seven
of 40 got 91-95 that contained 23.00%.

2. Does the student transfer repeatedly during junior

high school?

2.1, Based on the survey, most of the students did

not transfer repeatedly during junior high
school with a percentage of 83.00% or 33, their

reasons for transferring was better learning

environment with 52.00% or 27, most of the
students transferred despite knowing that they
will have difficulty in adjusting to a new
environment with 63.00% or 25 and their reasons

for transferring if their school offered senior

high school was better learning environment

with
40.00% or 27.

2.2, Based on the survey, most of the students did

not transfer repeatedly during junior high
school with a percentage of 80.00% or 24, their
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 90

reasons for transferring was better learning

environment with 49.00% or 17, both of the
students answered yes and no for transferring
despite having difficulty in adjusting to a new

environment with 50.00% or 15 each and their

reasons for transferring if their school
offered
senior high school was better learning
environment with 45.00% or 20.

3. Did the population of your school matter to you?

3.1, According to the survey, most of the students

were not affected by their school population
with
85.00% or 34 and qualities of their ideal
school
was good quality education with 28.00% or 32.

3.2, According to the survey, most of the students

were not affected by their school population
with
53.00% or 16 and qualities of their ideal
school
was good quality education with 24.00% or 26.

4. What are the common problems they encounter during

transferring to a new environment?
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 91

4.1, Based to the survey, most of the students

encountered problems in transferring to a new
environment with 63.00% or 25, common problems

encountered were culture shock and changes in

teaching method with 25.00% or 17, overcoming
their problems in transferring to a new
environment was friendly environment with
33.00% or 26 and the students did not take a
long a period to adjust with 80.00% or 32.

4.2, Based to the survey, most of the students

encounter problems in transferring to a new
environment with 70.00% or 21, common problems

encountered was difficulty in participating in

class 11.00% or 14, overcoming their problems

in transferring to a new environment was
interacting with classmates/schoolmates with
28.00% or 23 and the students did not take a
long a period to adjust with 70.00% or 21.

5. Do the students prefer big school or small school?

5.1, According to the survey, most of the students
prefer big school with 75.00% or 30, the
population of their previous school was 901-
above with 88.00% or 35 and the students were
comfortable with the population of their school
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 92

with 30.00% or 12.

5.2, According to the survey, most of the students

prefer big school with 87.00% or 26, the
population of their previous school was 901-
above with 97.00% or 29 and the students were
comfortable with the population of their school

with 80.00% or 24.

6. What is the relationship between students who prefer

big schools to students who prefer small school to
their adjustment to the K to 12 curriculum?

The Pearson’s r correlation coefficient of the

students who prefer big schools to students who
prefer small school to their adjustment to the K to

12 curriculum was 1 and 0.83 (Perfect Inverse

Relationship and Very High Relationship). It also
showed a direct relationship about the relationship

of the adjustment of the Senior High School to the K

to 12 Curriculum to their class performance.

5.2 Conclusions
Based on the findings of the study, the following
conclusion were drawn:
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 93

5.2.1a Majority of the Grade 11 students were female

and
18 years old. Most of the students had 10,001-
20,000 family income. The educational attainment

of the Mother was mostly college graduates while

for the Father it was college graduate. They

were
from big school and had a general average of 86-
90 last S.Y. 2016-2017. Thus, the null
hypothesis
that the students have no demographic profile
was
rejected.

5.2.1b Majority of the Grade 12 students were male and

17 and 18 years old. Most of the students had
10,001 – 20,000 and 20,001-30,000 family income.

The educational attainment of the Mother was

mostly college graduate while for the father was

college level. They were from big school and had

a general average of 86-90 last S.Y. 2016-2017.

Thus, the null hypothesis that the students have

no demographic profile was rejected.

Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 94

5.2.2a Majority of the Grade 11 students did not

transfer
repeatedly during junior high school. Therefore,

the null hypothesis that the students do not

transfer repeatedly during junior high school
was
accepted.

5.2.2b Majority of the Grade 12 students did not

transfer
repeatedly during junior high school. Therefore,

the null hypothesis that the students do not

transfer repeatedly during junior high school
was
accepted.

5.2.3a Majority of the Grade 11 students were not

affected by the population of their school.
Thus, the null hypothesis that he population of

their school did not matter to the student was

accepted.

5.2.3b Majority of the Grade 12 students were not

affected by the population of their school.
Thus, the null hypothesis that the population
of
their school did not matter to the student was
accepted.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 95

5.2.4a Majority of the Grade 11 students encountered

problems in transferring to a new environment.
Therefore, the null hypothesis that the students

do not encounter common problems in adjusting to

a new environment was rejected.

5.2.4b Majority of the Grade 12 students did not

encountered problems in transferring to a new
environment. Therefore, the null hypothesis
that
the students do not encounter common problems
in
adjusting to a new environment was accepted.

5.2.5a According to the survey of the Grade 11

students,
the adjustment of the Grade 11 and Grade 12
students did not affect their class performance
in transferring to a new environment towards the

K to 12 curriculum. Thus, there is no

relationship between students who prefer big
schools to students who prefer small schools for

the adjustment in the K to 12 curriculum was

accepted.

5.2.5b According to the survey of the Grade 11

students,
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 96

the adjustment of the Grade 11 and Grade 12

students did not affect their class performance
in transferring to a new environment towards the

K to 12 curriculum. Thus, the null hypothesis

that there is no relationship between students
who prefer big schools to students who prefer
small schools for the adjustment in the K to 12
curriculum was accepted.

6.2 The Pearson’s r correlation coefficient of the

students who prefer big schools to students who
prefer small school to their adjustment to the K to

12 curriculum was 1 and 0.83 (Perfect Inverse

Relationship and Very High Relationship). This means

that their adjustment to the K to 12 Curriculum has

an effect to their class performance. Therefore, the

null hypothesis that there is no relationship

between
the class performance of the Senior High School in
adjusting to the K to 12 Curriculum.

5.3 Recommendations

Based on the aforementioned conclusions, the following

recommendations are hereby offered:
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 97

To the Students,

a. they should learn to adapt to their new

environment and go out their comfort zone.
b. they should apply time management in everything
they do in school and daily life.
c. they should be willing to try something
different as to develop their skills in the
future.
d. they should always strive to do their best in
everything they do.

To the Parents,

a. they should help their children go out of their

comfort zone.
b. they should guide their children to separate
their priorities to avoid cramming.
c. they should encourage their children to enhance
and develop new skills to help them be
independent.
d. they should let their child take their time to
adjust to their new environment.

To the Teachers.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 98

a. they should educate their students to have

patience and not to demand when they want
something especially when it is not needed.
b. they must discipline their students and teach
them the right way of talking to elders.
c. they should encourage their students to strive
for their best
d. they should be optimistic towards teaching to
make the students interested in learning

To the Future Researchers.

a. they should have patience in doing and

finishing their research.
b. they should not be tardy in doing their
research to avoid cramming.
c. they should think carefully about the topic
they choose for it cannot be changed easily.
d. they should understand and analyze their topic
that will help them during the defense.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 99

APPENDIX A

BIBLIOGRAPHY

https://www.greatschools.org/gk/articles/school-size/
(09/29/17 7:12 pm)

http://mysite.dlsu.edu.ph/student/11219319/jose.html
(09/29/17 7:27 pm)

https://ilsr.org/rule/small-schools-vs-big-schools/
(07/03/17 7:03 pm)

http://steinhardt.nyu.edu/site/ataglance/2016/04/is-smaller-
better-when-it-comes-to-school-learning-environments.html
(07/03/17 6:42 pm)

http://www.senate.gov.ph/lisdata/1417511918!.pdf
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 100

(09/19/17 6:42 pm)

http://www.lawphil.net/statutes/repacts/ra1989/ra_6728_1989.
html (09/12/17 10:19 am)

https://learning.blogs.nytimes.com/2010/01/26/does-school-
size-matter/ (09/16/17 3:08 pm)

https://www.education.com/magazine/article/size-matters-
difference-big-small/ (09/16/17 3:25 pm)

https://www.psychologytoday.com/blog/what-americans-build-
and-why/201104/big-school-small-school-does-school-size-
matter (09/16/17 5:25 pm)

https://roomfordebate.blogs.nytimes.com/2010/03/11/does-the-
size-of-a-school-matter/ (09/16/17 9:31 pm)

https://roomfordebate.blogs.nytimes.com/2010/03/11/does-the-
size-of-a-school-matter/ (09/16/17 9:39 pm)

http://centeracademy.com/school-size-student-achievement/
(09/26/17 10:16 pm)

http://jcelestelay.com/wp-
content/uploads/2011/01/SSQ_Lay_2007.pdf (09/16/17 9:48 pm)

https://aaeteachers.org/index.php/blog/647-new-study-class-
size-doesnt-matter (09/17/17 4:59 pm)

http://www.expatwoman.com/dubai/monthly_learning_support_tut
oring_enhance_learning_school_size_17067.aspx
(09/12/17 5:03 pm

http://www.allthingsplc.info/blog/view/328/why-size-doesnt-
matter (09/17/17 5:19 pm)

http://ftp.iza.org/dp8032.pdf (10/03/17 7:16 pm)

http://smallschoolscoalition.com/wp-
content/uploads/2011/12/Effects-of-Schools-Size-A-Review-C-
Jones.pdf (10/03/17 7:38 pm)
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 101

http://jcelestelay.com/wp-
content/uploads/2011/01/SSQ_Lay_2007.pdf (10/06/17 7:23 pm)

http://mahana.school.nz/wp-
content/uploads/2014/07/SmallSchoolsPaper.pdf
(10/03/17 9:55 pm)

https://www.academia.edu/244920/DOES_SCHOOL_SIZE_MATTER_A_SO
CIAL_CAPITAL_PERSPECTIVE (10/03/17 10:01 pm)

http://unesdoc.unesco.org/images/0023/002303/230331e.pdf
(10/07/17 11:22 am)

http://apjor.com/downloads/3003201628.pdf
(10/07/17 11:40 pm)

http://www.philippinesbasiceducation.us/2012/12/factors-
that-influence-student.html (10/07/17 11:47 am)

https://www.rappler.com/business/54866-fresh-graduates-
employers-survey-jobstreet (10/07/17 12:41 pm)

https://www.rappler.com/life-and-style/career/87798-fresh-
grads-employers-companies-school-college-jobstreet-2015
(10/07/17 12:52 pm)
APPENDIX B

QUESTIONAIRE

Relationship between the Class Performance of the

Senior High School in Adjusting to the K to 12 Curriculum

Part I Demographic Profile

Name (Optional): __________________________________________

Directions: Check the blank that corresponds to your

answer.
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 102

A. Age:
___ 15 ___ 17
___ 16 ___ 19
___ 17 ___ 20 and above

B. Gender:

___ Female ___ Male

C. Family Income:
___ 10,000 – below ___ 30,001 - 40,000
___ 10,001 - 20,000 ___ 40,001 - 50,000
___ 20,001 - 30,000 ___ 50,001 – above

D. Parents Educational Attainment:

Mother:
___ Elementary Level ___ High School Graduate
___ Elementary Graduate ___ College Level
___ High School Level ___ College Graduate

Father:
___ Elementary Level ___ High School Graduate
___ Elementary Graduate ___ College Level
___ High School Level ___ College Graduate

E. Type of School in S.Y. 2016 - 2017

___ Small School (Kindergarten to Junior High School)
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 103

___ Big School (Kindergarten to College)

F. General Average for S.Y. 2016 – 2017:

___ 75 – below ___ 86 - 90
___ 76 – 80 ___ 91 - 95
___ 81 – 85 ___ 96 - 100

Part II:
Directions: Put a check that corresponds to your answer if

needed, indicate your reasons.

1. Did you transfer repeatedly during junior high

school?
___ yes ___ no

2. What is/are your reason/s for transferring? (Check

other reason/s if needed.)

___ Better learning environment
___ Change of address
___ Increase of tuition fee
___ Scholarship
___ Bullies
___ Teacher Factor
___ Others (please specify) ______________________

3. Did you transfer despite knowing that you will have

difficulty in adjusting to a new environment?
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 104

___ yes ___ no

4. Did you encounter problems in transferring to a new

environment?
____ yes ___ no

5. What was/were the common problem/s you had

encountered in transferring to a new environment?
(You may check as many as possible.)
___ Culture shock
___ Difficulty in participating in class
___ Changes in the teaching method
___ Strict policies
___ Difficulty in socializing
___ Feeling out of place
___ Others (please specify)______________________

6. How did you overcome your problem/s? (You may check

as many as possible.)
___ Friendly environment
___ Advanced studying
___ Learning to adjust to the policies
___ Interacting with classmates/schoolmates
___ Repetition of daily routine
___ Perseverance in achieving the honor roll
___ Others (please specify) ______________________

7. Did it take you a long period of time to adjust

towards your new environment?
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 105

___ yes ___ no

8. If your previous school offer senior high school,

what is/are your reason/s for transferring? (You may

check as many reasons as possible.)

___ Better learning environment
___ Dream school
___ Scholarship
___ Applicable to your chosen course
___ Increase of income
___ Decrease of income
___ Others (please specify) _____________________

9. Which school do you prefer?

___ Small School (Kindergarten to Junior High School)
___ Big School (Kindergarten to College)

10. What was the population of your previous school?

___ 500 - below ___ 701 – 800
___ 501 – 600 ___ 801 - 900
___ 601 – 701 ___ 901 - above

11. Were you comfortable with the population of your

previous school?
___ yes ___ no
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 106

12. Did the population of your previous school matter

to
you?
___ yes ___ no
Why? ___________________________________________

13. What is/are the qualities of your ideal school?

(You
may check as many as possible.)
___ Good quality education
___ Categorized as the top schools in Manila
___ Full scholarship in varsity
___ Full scholarship in academics
___ Half payment scholarship
___ Same school with your peers
___ Well organized facilities
___ Convenient transportation
___ Others (please specify) _____________________

14. Do you think there is a difference between small

school (Kindergarten to Junior High School) and
big
school (Kindergarten to College)?
___ yes ___ no

15. Do you think students from small school will have

difficulty in adjusting to a big school or vice
versa?
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 107

___ yes ___ no

Why? ____________________________________________

16. If you will recommend your friend/relative to a

school, which will you suggest to him/her?
___ Small School (Kindergarten to Junior High School)
___ Big School (Kindergarten to College)

17. Do you think your school population/school size

has/have an effect in your class performance?
____ yes ____ no
Why? ___________________________________________

18. What is more important in evaluating a school?

____ School Size ____ Quality Education
Why? ___________________________________________

19. Do you agree that small schools are better than big

schools?
____ yes ____ no
Why? ___________________________________________

20. Do you agree that big schools offer wide variety of

classes and activities that gives the students an

advantage in socializing?
____ yes ____ no
Why? ____________________________________________
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 108

APPENDIX C

CURRICULUM VITAE

I. Personal Information
Name: Carmela Jahn Marie C. Felix
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 109

Address: -

Gender: Female

Age: 16

Birthday: 04 November 2001

Status: Single

Religion: Roman Catholic

Citizenship: Filipino

Mother: Michsja Mopet May C. Felix

Father: Romeo C. Felix

Telephone number: 3475136

Email: felixcarmela570@gmail.com

II. Educational Attainment

High School: Mother Ma. Maddalena Starace

School, Russia St., Better
Living Subdvision Parañaque
City
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 110

Elementary School: Mother Ma. Maddalena Starace

School, Russia St., Better
Living Subdvision, Parañaque
City

Preparatory Level: Little Friends Academy Venice

St. Better Living Subdivion

Parañaque City

Mother Ma. Maddalena Starace

School, Russia St., Better
Living Subdvision, Parañaque
City

III. Eligibilities

The researcher of this study is currently the

treasurer of the class and secretary of the Student
Council from (S.Y. 2016-2017 to S.Y. 2017-2018). She
Relationship between the Big School and Small School to the Grade 11 and Grade 12 Students | 111

had high honor since she was in Grade 6 and is

currently running for honors. She has been a member of
the school newspaper since she entered high school and
been the Editor in Chief from (S.Y. 2016-2017 to S.Y.
2017-2018). She also received awards like Journalist of
the Year.

The eligibilities of the researcher are true and

correct.