SENIOR HIGH SCHOOL DEPARTMENT
The Strand Discrimination and the Level of Confidence of HUMSS
Learners of Laguna College of Business and Arts
A.Y. 2021-2022
A Quantitative Research Presented to
the Senior High School Faculty of
Laguna College of Business and Arts
City of Calamba
In Partial Fulfillment
of the Requirements for Practical Research 2
Krisha Abunal
Carlo Cuito
Kharysse Danna Porto
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
“We must all unite as one to abolish the mindset that there is one superior
strand that the others. We excel in our own special ways and those ways are helpful
to each and every individual.”
-Lalaine Aumentado
Introduction
In a historic moment for advocates of educational equity, President Benigno
Aquino III approved Republic Act (RA) 10533, signing into law the K+12 program
on May 15, 2013.
The K+12 program covers kindergarten and twelve years of basic education
— six years of primary schooling, four years of junior high school and two years of
senior high school. By adding two years to the current educational system, K+12 aims
to provide mastery of skills for lifelong learners and prepare them for career
opportunities. The program also contextualizes lessons to students, as concepts will
be explained using local culture with the use of the students’ respective mother
tongues. The curriculum also prepares graduates to acquire mid-level skills that will
allow them more opportunities even in the global job market.
Senior High School students undertake a standard core curriculum and can
choose from four tracks of specialization: academic, technical-vocational and
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livelihood (TVL), sports, or arts and design. The academic track is further divided
into four strands: accountancy, business, and management (ABM); science,
technology, engineering, and mathematics (STEM); humanities and social sciences
(HUMSS); and general academic. The TVL track also has four strands and various
specializations under each one: home economics; information and communications
technology (ICT); agri-fishery arts; and industrial arts. There are two specific
specializations for the maritime industry: the pre-baccalaureate maritime
specialization—a modified STEM curriculum—and the TVL maritime specialization.
This law became controversial because half of the Filipinos said that it will be
hard for them because there will be another 2 years for high school while the other
Filipinos said that it would be helpful for them. Adding another 2 years can enhance
your skills and talents and to figured out what desired course would the students will
take in their college years.
As proven by the study “Assessment Schemes in the Senior High School in
the Philippine Basic Education” (Magno, 2016), the survey results showed that
students who took HUMSS strand exemplify English and Science skills. HUMSS
students also shows aptitude in verbal analogy, syllogism, number and letter series.
They also inclined on social science, creative arts, human relation management,
personal service, politics, etc. The finding was also supported by the Educational
Measurement and Evaluation Review (2016) which stated that Humanities and Social
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Sciences are just as much pillars of society as the math and sciences are. Math and
science, while they may improve and progress our world, do not have the same effect
on culture and tradition as the humanities and social sciences thus, sciences deal with
person as organisms, but it is the social sciences that will take the person as a human
being.
Discrimination on strand, so what is discrimination? The unjust or prejudicial
treatment of different categories of things, especially on the grounds of race, age, or
gender. In short, discrimination is the unequal or unfair treatment of a person based
upon some characteristics. Strand discrimination is not really new to experience or to
hear, especially nowadays, few years after the implementation of K-12 program.
Strand discrimination is a situation wherein individuals most specifically by students
who is under different strands under the K-12 systems, experience verbal or non-
verbal way of the society’s stigma about who among who is the best. Today, a lot
may say it is the STEM students because they are the future innovators, HUMSS
students because they are the future leaders, ABM who will lead in the flow of
business in the future. A lot also are already placing up defense for other, however,
despite these actions already taken, many of these sayings are still thrown around,
more so directed to those whose strand are not particularly known for their
specialization in mathematics or science.
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These stereotypes lead to hierarchy. The hierarchy leads to discrimination.
And discrimination leads to strand degrading. Because of strand degrading, many
students are being affected by this. This intellectual discrimination and stereotyping
has an effect for those students being degraded. In terms of social aspects, since this
stereotyping happen it is of hard for students to socialize, mostly with other strands
because they keep thinking that students in a particular strand does not like them
because they are being labelled as patapon. In emotional and mental aspects,
discrimination can make students, who are being degraded, be pressured since they
have to prove other people that they are wrong. This pressure can turn into stress that
can lead for students to think suicidal thoughts that even though they will do
everything, people will not appreciate them since they already have the label.
According to Gundam (2017), strand discrimination is somehow directed
towards Humanities and Social Sciences (HUMSS) students. While other strands
study everything objective and quantitative specially for Science, Technology,
Engineering and Mathematics (STEM) students and Accountancy, Business and
Management (ABM). Bunch of humanities students are shunned mainly because their
subject is easier compared to other strand. What other people cannot understand is
that the likes of each student in humanities deals with everything abstract: of critical
thinking, reasoning, logic, and to understand the phenomenon’s and theories that
drive humanity as it is today.
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The manner in which standards are applied is highly important in ensuring
their success in facilitating student learning and in promoting positive outcomes. To
start with, it is important to understand that standards call for a change in the
assessment and teaching approaches. Assessment and standards are intertwined, an
aspect that makes them both core parts of the instruction program and the curriculum
(Tannehill, 2015). Unlike the traditional standards application approaches where the
content that students are expected to attain is
predetermined, with testing carried out to ensure that students have known such
standards, to facilitate proper learning, it is important for the assessment process to be
based on establishing whether the students are able to apply the knowledge they have
leant as opposed to simply accumulating facts. In addition, as opposed to using
standards to foster competition among the students and to rank them against each
other, it is important for the state to ensure that the standard-based assessment is
directed at providing all the students with a level ground whereby they are assessed
against the established standards according to their needs
in order to foster achievement of an acceptable level of proficiency and to establish a
culture of success (Peacock, Hart, & Drummond, 2012)
The purpose of this study is to determine how frequent the strand
discrimination does the HUMSS learners experience. Moreover, it is to assess and
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determine the effect of it to the confidence level of the learners. Also, the purpose of
this study is to see that the HUMSS strand is an exceptional one.
Theoretical/Conceptual Framework
Independent Variable Dependent Variable
The Strand Level of Confidence of
Discrimination of the HUMSS Learners of
HUMSS Learners of Laguna College of
Laguna College of Business and Arts
Business and Arts
Research Paradigm
Figure 1.0
The systematic investigation was anchored with two existing theories which
distinguishes the significant relationship between the strand discrimination and the
level of confidence of HUMSS learners.
According to Eleanor Roosevelt Great minds discuss ideas. Average minds
discuss events. Small minds discuss people. Sometimes, intelligence does not really
matter. What matters the most is your behavior or on how you help other people to
improve rather than drag them down so you can be on top. Being intelligent is
different from being well-educated. But people must learn how to be well-mannered
before claiming that they are well-educated. Always remember that even the simple
joke about labeling can affect not just one but lots of people. And do not ever
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discriminate other people once you know that you are not perfect. Think before you
speak.
Strands in senior high school are divided to their own path with their own way
on how to help each student academically; on which they could use to see their bright
future on their different jobs. HUMMS strand is designed for those who wonder what
is on the other side of the wall. In other words, you are ready to take on the world and
talk to a lot
of people. Humanities and Social Science or HUMSS is what they took in senior high
school if they desire to possibly work as part of our Government, to become a
Teacher, Lawyer, Journalist, Anchor, Historian, Economist, Police, etc. In short, these
are being the people that wanted to help and wanted to do their best for the greater
good of our country. They see these people as the hope of our nation, doing what’s
the best for all.
This strand covers a wide range of disciplines that delve into the investigation
and inquiry of the human conditions that uses empirical, analytical, and critical
methods of studying human behavior and societal changes. Students pursuing college
degrees on this strand will have a deeper understanding of arts, culture, literature,
politics, and society and how the complex interplay of these facets help them
appreciate individual behavior and social group and the pressing issues corresponding
them.
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Katrina T. (2017), my thoughts on the Academic Track Hierarchy. There are
few things more frustrating than having a hierarchy built where it was not needed in
the first place. They set to build a hierarchy where the most challenging is the best
strand for you. This hierarchy is set to be discussed for the next generation to think
that taking the strand that aligned to your course will not define how wide your
thinking skill is.
The pressure to put on students of Humanities and social studies (HUMSS)
students may know it best. There are many phrases tossed around when discussing
strands, some more insulting than others such as “walang kuwenta,” “for those who
are not good at math,”or “patapon.” However, despite their harshness, many of these
sayings are still thrown around, more so directed to those whose strands are not
particularly known for their specialization in mathematics or science. Likewise, those
who have chosen HUMSS as their strand for senior high school should not be looked
down upon or degraded by those of other strands. While it is true that excelling in
mathematics and science is highly praised and rewarded in our society, those under
the HUMSS strand are equally worked as those under the STEM strand, but in a
different way. Instead of numbers on a board, the HUMSS students are made to think
creatively by submitting carefully worded outputs such as news articles, and creative
writing pieces. Such processes and activities allow the students to hone their skills as
creative and critical thinkers; a vital aspect of a person in the 21st century.
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They set their minds into “HUMSS as senseless people,” otherwise, they
should see it equally like the other strands. For it is discussing on how to make our
nation known and able to amend a great society for the next generations. They might
not see the greater side of a HUMSS student, but wait until these HUMSS students
take up the stage.
Zoe A. (2019), “HUMSS ka lang”. There is nothing new to this problem,
institutions, corporations and even families have looked down on the liberal arts and
social sciences courses for years. Their perspective was there is no point on pursuing
liberal arts other than that it is a prerequisite to legal philosophy school time. They
think that liberal arts and social sciences courses was only circulating on being a law
student and a politician. Which in fact there are a lot of job prospects that a HUMSS
student could get. Parents argue that there are no viable careers for humanities
majors. Even friends do not get the point of learning history. Asking questions “What
are you going to do in HUMSS? Become a politician?” and following up a statement
“Is not being in HUMSS easy, since you do not deal with science or math?” “How
will you make money from liberal arts? Better to become a doctor or be in business.”
The concept of self-confidence is commonly used as self-assurance in one's
personal judgment, ability, power, etc. One increases self-confidence from
experiences of having mastered particular activities. It is a positive belief that in the
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future one can generally accomplish what one wishes to do. Self-confidence is not the
same as self-esteem, which is an evaluation of one’s own worth, whereas self
-confidence is more specifically trust in one’s ability to achieve some goal, which one
meta-analysis suggested is similar to generalization of self-efficacy. Abraham
Maslow and many others after him have emphasized the need to distinguish between
self-confidence as a generalized personality characteristic, and self-confidence with
respect to a specific task, ability or challenge (i.e. self-efficacy). Self-confidence
typically refers to general self-confidence. This is different from self-efficacy, which
psychologist Albert Bandura has defined as a “belief in one’s ability to succeed in
specific situations or accomplish a task and therefore is the term that more accurately
refers to specific self-confidence. Psychologists have long noted that a person can
possess self-confidence that he or she can complete a specific task (self-efficacy) (e.g.
cook a good meal or write a good novel) even though they may lack general self-
confidence, or conversely be self-confident though they lack the self-efficacy to
achieve a particular task (e.g. write a novel). These two types of self-confidence are,
however correlated with each other, and for this reason can be easily conflated.
Some studies suggest various factors within and beyond an individual's
control that affect their self-confidence. Hippies and Trivers propose that people will
deceive themselves about their own positive qualities and negative qualities of others
so that they can display greater self-confidence than they might otherwise feel,
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thereby enabling them to advance socially and materially. Others have found that new
information about an individual’s performance interacts with an individual’s prior self
-confidence about their ability to perform. If that particular information is negative
feedback, this may interact with a negative affective state (low self-confidence)
causing the individual to become demoralized, which in turn induces a self-defeating
attitude that increases the likelihood of failure in the future more than if they did not
lack self-confidence. On the other hand, some also find that self-confidence increases
a person's general well- being and one's motivation and therefore often performance.
It also increases one's ability to deal with stress and mental health.
Finally, the researchers conducted this study to determine the best method for
formulating firm decision-making in order to formulate a firm action. This was
inspired by current events in community, specifically the prevalence of conflicts
caused by misunderstandings. The researchers sought a methodology that would limit
the power of human actions and decision-making capacity, thereby creating a better
environment for future generations. They also persisted in educating people on how
to be critical and unbiased on various issues confronting today's generation. After all,
researchers believed that these theories would be critical to achieving their goal.
Statement of the Problem
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The purpose of this systematic investigation was to determine whether there is
a significant correlation between the strand discrimination and the level of confidence
of the HUMSS learners. Specifically, the study referred to the following questions:
1. How frequent does the HUMSS learners of Laguna College of Business and
Arts experienced strand discrimination?
2. What is the level of confidence of HUMSS Learners of Laguna College of
Business and Arts?
3. Is there a significant relationship between the strand discrimination and the
level of confidence of the HUMSS Learners of Laguna College of Business and Arts?
Hypothesis
Is there a significant relationship between the strand discrimination and the level of
confidence of the HUMSS Learners of Laguna College of Business and Arts?
Significance of the Study
This study has been conducted to discern the Strand Discrimination and the
Level of Confidence of HUMSS Learners of Laguna College of Business and Arts
A.Y 2021-2022.
In an endeavor to fulfill this study, the vital results of this research could be
highly beneficial to the sectors as follows:
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The Students. The purpose of this study is to proffer self-awareness
cognizance on the existing strand discrimination. Also, to provide insight and
elucidation on the indicated issue.
The Teachers. The result of this study will benefit the teachers to gain
recognition and understanding of the matter. Moreover, to assist students in their
academic performances.
The Parents. The findings of this study will provide appropriate guidance
suitable to their child/children in building and bolstering self-confidence.
The School and other University administrators will be gaining
apprehension as to what measures are appropriate to help for the whole dissipation of
the strand discrimination in their respective institutes.
Journalists. Research on strand discrimination may serve as a contribution of
sources in certain news and publications.
Societal Organizations. The comprehension of the learners’ confidence
linked with strand discrimination may emerge advocacies in light of the inclined
concern issue.
Future Researchers. As there seems to be a dearth of information specific to
this issue, the characteristics of this research could be a primary substantial
component reference to fortify the foundation of their research paper.
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The Researcher. Particularly important to the researchers are the certitude
and emerging concepts of results. This study is a medium to discover new definitions
and gratify the curiosity of the researchers.
Scope and Limitation
The scope of the study was a quantitative research of The Strand
Discrimination and the Level of Confidence of the HUMSS Learners of Laguna
College of Business and Arts. The study’s time frame covered from academic year
2021-2022. The respondents were the fifty (50) senior high school students from
HUMSS strand.
The content of the investigation was limited on the vigilance of the students in
formulating the strand discrimination and the level of confidence of HUMSS learners.
The limit of the study also extended to how frequent does the HUMSS learners
experience strand discrimination and how this discrimination affects their confidence
level.
Definition of Terms
For the objective of attaining clarity of definitions, the following terms which
were used in this study were distinguished operationally:
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Academic Track. This track appeals to those who have set their minds
towards college education. Divided into degree-specific courses, the Academic track
in senior high school aims to prepare students to more advanced university courses.
Career Pathways. Is a series of structured and connected education programs
and support services that enable students, often while they are working, to advance
over time to better jobs and higher levels of education.
Discrimination. Is the unfair or prejudicial treatment of people and groups
based on characteristics such as race, gender, age or sexual orientation.
Education. The process of receiving or giving systematic instruction,
especially at a school or university.
HUMSS Strand. It is one of the strands offered to Senior High students. This
strand is for learners who aim to take up journalism, communication arts, liberal arts,
education, and other social science-related courses in college.
K-12 Curriculum. In general, educational terms, it typically refers to the
content being taught and the learning experiences students have in the school setting
in grades kindergarten through twelve.
Laguna College of Business and Arts. This is private non-sectarian school
established on June 1930 located at Elefaño Street, Calamba, 4027 Laguna,
Philippines.
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Senior High School. Is the second part of secondary education under the K-
12 program, wherein the students would take up the subjects under their career
pathway specialization.
Senior High School Strand. Senior High School is two years of specialized
upper secondary education; students may choose a specialization based on aptitude,
interests, and school capacity. Each student in Senior High School can choose among
three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts.
Self Confidence. Is not about feeling superior to others. It's a quiet inner
knowledge that you're capable.
CHAPTER 2
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REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies after the thorough and
in-depth search done by the researchers. This will also present the synthesis of the art,
theoretical, and conceptual framework to fully understand the research to be done and
lastly the definition of terms for better comprehension of the study.
Senior High School strands have different competencies. Depending on
various courses and professions. Each strand differs from other practices and
specializes in its occupation. Strands are aimed to equip the students with essential
knowledge and skills that will help them prepare for the chosen path they will pursue
(Nacorda et al., 2019). Furthermore, students may strengthen their interests in classes
they like and apply their passion and heart to studies.
There are five different types of strand in the Philippines. First, the STEM
strand is the most fundamental step in the field of science, technology, engineering
and mathematics. To emphasize, STEM integrates learning through interdisciplinary
studies. It affords the application of 21st-century learning skills (Lynch, 2020).
Furthermore, students acquired certain abilities to think critically, distinguish bias,
know obscurity, acknowledge and appreciate situational conditions.
Humanities and Social Sciences devote their study skills to societies and the
relationships among individuals within those societies. In general, learning
competencies focus on oral communication, media, and information, and enhancing
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the students reading and writing skills. Humanities are disciplines that investigate
human condition, and reasoning using primarily analytical, subjective, critical, or
speculative methods (Pasarin, 2019). HUMMS specializes in communication and
theories which humans used for decades to understand every meaning behind motives
and objectives.
According to Mapua University (2016), Humanities and Social Sciences
(HUMSS) is a strand under academic track in Senior High School that is designed to
effectively prepare students who seek to pursue a college degree on liberal education,
and it is about a variety of subjects, looking at the world and its people from various
points of view. Students who will take this strand will learn about ideas and beliefs
that have guided human beings and shaped civilizations for thousands of years. The
learning activities are directed towards the development of critical thinking. This
strand will take introductory courses, which will give students a wide knowledge of
subjects and will guide them later on in choosing their major discipline.
In addition to Ron Ronquillo (2017), he stated that there are so much more
than learning about people in taking up Humanities and Social Sciences. In HUMSS
strand, it revolves around improving a student’s reading, writing, and speaking skills
because as you can see after they take up the course they wanted to pursue, they dealt
with alot of people around them. Honing these skills are crucial for them to establish
effective communication with people when they are working. More of the subjects or
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½ of the subjects in HUMSS were focused on language and speech. Even if
Mathematics and Sciences are also included on their daily schedule, they are not too
broad since they do not belong to the specialization subjects of the said strand.
Bittar (2016), stresses that unfortunately, in this country, and in this culture,
Humanities and Social Sciences still need defending. It was no surprise for HUMSS
students, which they would be underestimated especially when it came to the other
academic and even non- academic strands; that to an extent, they would be treated
with lesser importance. “That’s just Humanities and Social Sciences. That won’t get
you a real job in the future.” Hence, it also came to no surprise, when this teacher,
who’s being barked at online, had this opinion. It is also going to be no surprise when
and if the number of people wanting to enroll in this strand would gradually decrease
every year as the stigma against it is still very much alive and loud. People are
diluting the fundamental importance of “soft sciences,” and are passively equating
HUMSS students to people who “still don’t have a sense of direction in their lives.” A
lot of people put so much premium on courses that will yield a “high-earning job” in
the future, to the point that everything related to the arts and social sciences are
unfairly viewed as useless and a waste of time and money; that HUMSS are for
people who are stupid, and who were never smart enough to get in the other academic
strand.
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The gaining capability of student’s picked calling is said to be a factor that
impacts their vocation way. Students may discover one part of their profession that is
more monetarily compensating than another, or that working their way through the
positions holds more prominent budgetary motivation than remaining in a similar
activity. Students’ own budgetary needs are likewise liable to impact the profession
decisions they make. Opportunity is the third factor that has formed profession
decisions for students. Opportunity may impact how students have seen their future as
far as the sensible likelihood of a future specifically professional fields. The issue of
destitution has assumed a critical deciding job in the open doors accessible to all
(McQuerrey, 2006).
As indicated by Pummel, Hardwood, and Lavallee (2008), the outside impacts
that assistance to shape a student’s profession decision are likewise affected by
significant others through social help from friends. Individuals around contribute a
great deal in one’s basic leadership. Companions may impact an individual decision
of profession. A student’s interest might be influenced by peers for the reason that
one needs to be with them in satisfying specific dreams or vocation. Schoolmates
additionally assume an important role in the development of a student’s
accomplishment, related convictions, and qualities, regardless of whether these
colleagues do not generally compare with the companion gathering of relaxation time
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and enjoyment. Developments of students’ interest were really affected by their peers
and classmates (Frenzel et al, 2010).
As mentioned by Elnasin (2017), in all strand that K-12 is offering, HUMSS
is being discriminated that most of the people think is the easiest strand. Elnasin,
together with the co-researchers, examined the differences in each student’s
perception towards HUMSS. They conducted an online survey with Senior High
School students in Lyceum of the Philippines University, Batangas City enrolled in
different strands. They found out that students think others chose HUMSS to surpass
senior high school. The study they conducted aims to change the mindset of the
people that HUMSS is not a basic strand which means it covers not just political
science, but literature, anthropology, philosophy, linguistics, communication, and
psychology. This finding proved that this strand is not a piece of cake like what other
people think. Handouts, research paper, speech, reports, and how can you stand up
alone in front of the class are only some of the things HUMSS students do on their
daily basis. They concluded that hearing someone saying “HUMSS ka lang” will
never be okay for HUMSS students because it is their future, passion, and happiness
that are stake on the line. All strand has different struggles and no matter what strand
you are students should not drag each other instead, focus on what you are facing and
never underestimate anyone for what they really love of doing.
Synthesis
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CHAPTER 3
METHODOLOGY
This chapter presents all the necessary information about the intended process
of this study. This includes research design used in conducting the study. In addition,
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the research locale, respondents of the study, research instruments, and validation of
instrument, data gathering procedures, and treatment of quantitative data are also
discussed.
Research Design
This research will be utilized the descriptive method of research using impact
analysis. Best and Kahn (2007) the term descriptive research has often been used
incorrectly to describe three types of investigation that are different. Perhaps their
superficial similarities have obscured their difference. Each of them employs the
process of disciplined inquiry through the gathering and analysis of empirical data,
and each attempts to develop knowledge. To be done competently, each requires the
expertise of the careful and systematic investigator. A brief explanation may serve to
put each one in proper perspective. Furthermore, Shona McCombes (2020) a
descriptive research aims to accurately and systematically describe a population,
situation or phenomenon. It can answer what, where, when and how questions, but
not why questions.
A descriptive research design can be use a wide variety of research methods to
investigate one or more variables. Unlike in experimental research, the researcher
does not control or manipulate any of the variables, but only observes and measures
them.
Research Locale
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The data gathered were from the School of Laguna College of Business and
Arts (LCBA). The researchers will be conduct the study in Calamba City due to
proximity. The respondents involved in the study were from the SSP data in the
Senior High School Department of LCBA.
Respondents of the Study
The respondents of the study were the Senior High School students A.Y.
2020-2021 of Laguna College of Business and Arts. The table that follows provided
the number of respondents who were students that commonly a question research.
Data Gathering Procedure
The following were undertaken by the researchers to gather the needed data.
Proper way to collect information in strand discrimination and the level of
confidence of HUMSS learners, the researcher asked for their permission if they
wanted to participate in the research study conducted. ”The Strand Discrimination
and the Level of Confidence of HUMSS Learners of Laguna College of Business and
Arts A.Y. 2021-2022”. The material was make evaluate by the first practical research
two (2) teachers, then by the three research experts to establish the contents’ the
materials being permitted to distribute the questionnaires. The co-researcher asks for
consent or reviewing the approval to the guidance counselor in senior high school
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department. The co-researcher carried out the survey. And the questionnaires were
collected to the record respondents were checked for clarifications on the information
given.
Instrumentation
The researcher utilized a questionnaire as an instrument of the study.
For easy administration, scoring and assessment of the survey questionnaire,
the Liker scale was utilized to easily obtain the responses. The four (4) point scale is
ranging from four (4) being the highest and one (1) as the lowest.
Validation of Instrument
To establish the validity of questionnaire it is presented to certain teachers of
Laguna College of Business and Arts. The purpose of this is to find out how effective
the instruments are and to measure or gauge the content to the questionnaire. It also
served as basis for identifying items that are vague, ambiguous and replicated. The
researcher made the questionnaire more specific and easier to understand in order to
acquire the information from the respondents.
Ethical Considerations
The ethical concerns were followed by the researcher as those were taken into
account throughout this paper. Consent was inquired wherein the confidentiality was
assured. All the necessary details were explained by the researcher for them to
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understand their role upon the completion of the study. Information personal to the
co-researchers were assured to have its confidentiality.
Treatment of Quantitative Data
The researchers used Simple Random Sampling technique in finding the
answers that will suit to the statement of the problem. To explain, it is the basic
sampling technique where researchers select a group of subjects (a sample) for study
from a larger group (a population). Meanwhile, in terms of finding the correlation
between the independent and dependent variable of the study, the researchers first
accumulated the mean of the respective respondents’ answers from questions 1-15 in
parts 1 and 2. Then, they utilized the website of Social Science Statistics to identify
the correlation of the two variables, inputting the data from the respective parts of the
questionnaire in order to obtain the R-value and p-value.
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Links
https://strandupnow.wordpress.com/interviews/
https://teachforthephilippines.com/our_press/president-aquino-signs-k12-into-law/
https://development.asia/insight/factors-affecting-senior-high-school-track-offerings-
philippines
https://medium.com/@karenmaepamor/hierarchy-intellectual-discrimination-
2eee7e67aa10?
fbclid=IwAR0vBatOLoEHlrorLO7LXX2GpRawCcXdydTtgpqs7zdeihZYwHmvgHd
bLgM
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?
article=7676&context=dissertations
https://www.bartleby.com/essay/descriptive-method-F3CZS34KRYYS
https://www.ijert.org/effective-implementation-of-the-senior-high-school-curriculum-
a-descriptive-analysis
https://www.theedadvocate.org/7-benefits-of-stem-education/
SENIOR HIGH SCHOOL DEPARTMENT
https://www.intostudy.com/en/study-programs/why-study-humanities-and-social-
sciences
https://pdfcoffee.com/thesis-1-8-pdf-free.html
https://www.academia.edu/40778162/CHAPTER
https://pdfcoffee.com/review-of-related-literature-30-pdf-free.html
