1

Chapter I
INTRODUCTION

Background of the Study

Since students’ leadership can impact students' academic performance. It

is one of the most important factors in determining academic performance.

Students' academic performance has been a concern of all nations including;

German, Asia and Africa. Students' academic performance both inside and

outside classroom is crucial for all partake parties, including school leaders,

parents, education policymakers, and community at large. Researchers

conducted a historical methodology evidence and interpretation study that

included written, oral, and physical evidence, as well as primary and secondary

sources, including unpublished Information.

In China the study entitled “Students’ leadership and academic

performance” conducted by Weiguang Deng et al. (2020), extend their

investigation, using a unique panel dataset to thoroughly explore this effect and

achieve the following findings. First, the ordinary least squares and fixed-effects

estimates, as well as propensity-score matching analyses, suggest that being a

leader can enhance academic performance in both the short and long run.

Second, student leadership experience in primary school most effectively

improves contemporary academic achievement. Third, compared with class

commissaries and delegates, the position of class monitor is usually more

conducive for promoting academic performance. Fourth, holding a leader position

 2

reduces study time but improves learning autonomy; the latter outweighs the

former, thereby enhancing academic performance.

Moreover, recently in Philippines the study conducted by Fuentes et al.

(2020) entitled “Effects of Being Student Leader on their Academic

Performance”, revealed that hat the most commonly encountered situation by

student leaders is that although they have responsibilities, it does not affect their

academic performance in class, but they improve more than their classmates.

Being a student leader has positive effects that may help the students to excel

more in class.

With that, considering the role of students’ leadership in the academic

performance of the students, and taking into the account that being a student

leader can whether affect their time management and concentration the study will

be presented. The goal of this study is to investigate the relationship between

students’ leadership and academic performance of students in East-West

Mindanao Colleges Incorporated (EWMCI).

 3

Conceptual Framework

The figures below presented the variables of the study namely the

independent variables, dependent variables, and intervening variables. The

expected independent variables are the students’ leadership in terms of time

management and concentration. Also, the dependent variables are the academic

performance in terms of general percentage average. Moreover, it also shows

the intervening variables such as the respondents’ profile in terms of age and

gender. Thus, these two variables show the relationship between students’

leadership and academic performance. In other words, whatever students’

leadership provide in their time management and concentration will greatly affect

to their academic performance.

Independent Variables Dependent Variables

STUDENTS’ LEADERSHIP: ACADEMIC

PERFORMANCE:
Time Management
General Percentage Average
Concentration
(GPA)

Intervening Variables

RESPONDENTS’ PROFILE:

Age
Gender
Socio-economic Status

Figure 1, Schematic Diagram of the Study

 4

Statement of the Problem

Generally, this study aims to determine the relationship between the students’

leadership and academic performance of the college students.

Specifically, it will answer the following questions:

1. What are the respondents’ profile in terms of:

1.1 Age;

1.2 Gender;

1.3 Socio-economic Status?

2. To what extent is the students' leadership as describe it terms of their:

2.1 Time Management;

2.2 Concentration?

3. What is the level of students' academic performance in terms of their:

3.1 General Percentage Average (GPA)?

4. Is there any significant relationship between students' leadership and

academic performance of students in East-West Mindanao Colleges

Incorporated?
 5

Research Hypothesis

Ho: There is no significant relationship between the extent of students’

leadership and level of academic performance.

Significant of the Study

This study will be providing information that will beneficial to the

following:

Students: The result of this study will help students to be aware of how students’
leadership affects their academic performance. Thus, they will balance their
responsibilities of being a student leader for them to be able to meet their
academic performance.

Teachers: This study will benefit to the teachers for they can address about how
the students’ leadership affect academic performance and soon can teach and
motivate students to join activities that enhance their sense of leadership.

Parents: The study will also help parents to encourage and support their children
to join since they have gain knowledge about how the students’ leadership affect
the academic performance of their children.

School: The school will use the result of this study to properly integrate program
that support students’ leadership that will enhance their academic performance.

Researcher: The study will serve as a guide for the researcher to prepare for her
future as an educator provider. The researcher will also gain knowledge on what
approach or strategies he/she will going to enhances in order to meet the needs
of student leader.

Future researcher: The result of this study will be going to use by the future
researcher as a guide in improving this study about students’ leadership and
academic performances.
 6

Scope and Delimitation of the Study

The scope of the study is the school of East-West Mindanao Colleges

Incorporated (EWMCI) located at Kamasi, Ampatuan, Maguindanao Del Sur.
This study is limited to the students’ leadership and academic performances of
the students in the mentioned school. The students’ leadership are delimited to
academic performances provided by students. The school of East-West
Mindanao Colleges Incorporated had a big help in the fulfillment of this study.

Operational Definitions of terms

For clarifying the overview of this study, researcher provided a definition of

terms for you. This is your guide on how you easily understand the terms uses in
this study. The following definitions of terms are;

Academic Performance- refers to the general percentage average of the

students and how they perform well in all of their subjects.

Age-refers to range of ages of the respondents.

Concentration- refers to the extent of students’ leadership in terms of

concentration provided by the students.

East-West Mindanao Colleges Incorporated (EWMCI)- pertains to the

place where the study was conducted.

Effects- pertains as the way study habits affect the academic performance
of the students.

Gender- refers to the sex of the respondents whether male or female.

Students- refers to the grade 9 students who are the respondents of this
study.

Students’ leadership- pertains as a combined mean score of the time

management and concentration scales to measure the academic behavior of the
students.
 7

Teacher- pertains to a person who helps the respondents to acquire

knowledge, competence or values.

Time Management-refers to the level students’ leadership in terms of time

management.
 8

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present the related literature and studies that were reviewed to have

bearing in the present study. It will serve as the basis for conceptualization of the

study's problem, research design and methodology.

STUDENTS’ LEADERSHIP
Student leadership is the ability of the student body to influence major

decisions about its quality of education and learning environment. It involves

taking significant responsibility for learning and experiences, both inside and

outside the classroom. Student leaders are in an elected or appointed position of

leadership and serve for a minimum of one academic year. Good student leaders

care about and listen to the thoughts and concerns of others in their group, and

are receptive to feedback and willing to compromise. Being a good student

leader requires a diverse set of skills, including proactivity and emotional

intelligence.

With that, Fuentes et al. (2020), studied that being a student leader have

positive and negative impacts to their academic performances. Specifically, it

seeks an answer to the demographic profile of the respondents with regard to

age and gender. This study utilized 100 students from S.Y. 2019–2020. The

findings of the study were obtained from Grade 12 senior high school students.

The study used the qualitative and quantitative research designs. A sample of

selected 100 Grade 12 senior students as the respondent was taken by using
 9

quantitative method to gather the information about the present existing condition

and describe the effects of being a student leader to their academic

performances. The researchers randomly selected also used the survey

questionnaire to gather all necessary data. The results of this study will be

beneficial to all student leaders and soon-to-be student leaders for them to be

encouraged to be a leader and know how to manage things around them

carefully when they are a student leader. The findings showed that the most

commonly encountered situation by student leaders is that although they have

responsibilities, it does not affect their academic performance in class, but they

improve more than their classmates. Being a student leader has positive effects

that may help the students to excel more in class.

Moreover, according to Dempster et al. (2017), student leadership or

leadership by young people has always existed in school and community settings

and while there are many programs devoted to leadership development and

training, we believe that there is a need for focused research into what young

people conceive leadership to be and in what circumstances they would see it

being important. This article is speculative in nature. We ask and discuss

questions about why there seems to be an upsurge in interest in student

leadership and what some of the available literature is saying about student

leadership before putting forward suggestions for the kind of research we feel is

necessary if our understanding of student leadership, particularly in secondary

schools, is to be enhanced.
 10

Thus, according to the study of Kiersch and Peters (2021), student leaders

who are authentic in their leadership and who have a drive to serve and support

those around them is not only good for the students and their host schools, but

arguably good for students’ future employers and even the future of our society.

Our goal is to determine how such student leaders could be developed within

higher education programs or courses. We take a multi-disciplinary approach and

examine the research on leadership development with both student and

employee samples, framing the review in authentic and servant leadership

theories, integrated with best practices in learning and training. We then build

from our review of the literatures to provide concrete recommendations for

student leadership development founded in authentic and servant leadership

principles and utilizing experiential learning.

In line with this, Adams and Kiems (2015), purpose of the study was to

examine leadership practices of Greek-affiliated student leaders at three public,

midwestern universities and to measure their effectiveness as determined by

chapter presidents, executive council members, and general members of on-

campus fraternities and sororities. Participants completed the Student

Leadership Practices Inventory and the Leadership Effectiveness Survey, and

when responses were compared, significant differences were revealed. Women

rated their chapter presidents higher than men did, and also felt more strongly

that their presidents were effective leaders. Both men and women agreed that

presidents were effectual in representing their organizations to external groups.

 11

However, in the study of Pedroso et al. (2023), it aimed to determine the

profile of tertiary student leaders in terms of sex, years of leadership experience,

and general weighted average (GWA); describe their level of burnout risk using

the Maslach’s Burnout Inventory (MBI); and determine the relationship between

burnout and the three variables. Among the 101 purposively-selected student

leaders who participated in the study, more than two-thirds are female, a majority

has more than four years of experience, and none have GWAs below 2.00. They

experience moderate to high-level burnout, mostly from feelings of

depersonalization. Results further show that sex, leadership experience, or

academic standing does not significantly affect the burnout risk of tertiary student

leaders. Therefore, schools must mitigate burnout, empower personal

achievement, and bridge less experienced student leaders to their more

experienced peers.

According to the study conducted by Day et al. (2019) entitled “The Impact

of Leadership on Student Outcomes: How Successful School Leaders Use

Transformational and Instructional Strategies to Make a Difference”, findings

show that schools’ abilities to improve and sustain effectiveness over the long

term are not primarily the result of the principals’ leadership style but of their

understanding and diagnosis of the school’s needs and their application of clearly

articulated, organizationally shared educational values through multiple

combinations and accumulations of time and context-sensitive strategies that are

“layered” and progressively embedded in the school’s work, culture, and

achievements. Implications: Mixed-methods research designs are likely to

 12

provide finer grained, more nuanced evidence-based understandings of the

leadership roles and behaviors of principals who achieve and sustain educational

outcomes in schools than single lens quantitative analyses, meta-analyses, or

purely qualitative approaches. The findings themselves provide support for more

differentiated, context sensitive training and development for aspiring and serving

principals.

Furthermore, according to Patterson (2020), assess the influence that

organizational leadership experiences at the university have on leadership

behaviors of undergraduate college students. Leadership Behaviors in this study,

was specifically focused on who are enrolled in a college agricultural and life

science at a large land-grant university. Specifically, the study sought to identify

how involvement collegiate student organizations can provide training and foster

leadership opportunities for personal and professional development. Being

involved with a student organization was found to have a positive correlation and

had a positive, significant parameter estimate for the variable of Leadership

behavior. The students' leadership practices of enabling others to act,

encouraging the heart and modeling the way were the highest self-rated scores

by college students.

STUDENTS’ LEADERSHIP AND ACADEMIC PERFORMANCE

In the study of Heaven and Bourne (2016), revealed that majority of the

respondents were females (69%), non-senior teachers (68%), and have been

teaching for 4-10 years (43%). A positively weak statistical correlation existed
 13

between the performance of students and instructional leadership, with only 1.4%

of the variance in academic performance students can be accounted for by

instructional leaderships. The discourse of instructional leadership accounting for

high academic achievement of students does not exist in this study, and this

provides a platform for further examination of the issue from the perspective of

instructional leadership and other variables.

In addition, Ricketts and Rudd (2015), proposed a correlational study that

was to identify and explain the agricultural and leadership specific critical thinking

skills of selected youth leaders in the National FFA Organization. From the

conceptual model of critical thinking skills development in Figure 1, the following

sets of variables were related to critical thinking skills: Grade point average

(GPA), leadership training score, and the critical thinking disposition of

innovativeness explained 12% of the variance in combined critical thinking skill;

GPA, gender, age, and innovativeness explained 13% of the variance in the

specific sub-skill of Analysis; and GPA and the Innovativeness disposition

explained nine percent of the variance in the specific sub-skill of Inference.

Moreover, according to Bell et al. (2016), the various types of leadership

styles (transactional, transformational, and passive-avoidant) used while

collaboratively working in teams to generate a business plan for a course project

assignment. The influence of leadership styles are believed to influence the

dynamics of the teaming environment as students work together on a classroom

project assignment. Leadership constructs and its dimensionality was examined

using the Multifactor Leadership Questionnaire short form available from Mind
 14

Garden, Inc. a standard instrument for assessing transformational and

transactional leadership behavior (Avolio & Bass, 2004) to study student

responses regarding leadership behavior on teaming assignments and the

correlations, if any, between leaders’ behaviors and the team dynamics of conflict

and cohesion.

Consequently, Deng et al. (2020), student leadership experience

influences academic performance and none that offer a detailed study of the

short- and long-run effects of such experience. In this study, we extend the

investigation, using a unique panel dataset to thoroughly explore this effect and

achieve the following findings. First, the ordinary least squares and fixed-effects

estimates, as well as propensity-score matching analyses, suggest that being a

leader can enhance academic performance in both the short and long run.

Second, student leadership experience in primary school most effectively

improves contemporary academic achievement. Third, compared with class

commissaries and delegates, the position of class monitor is usually more

conducive for promoting academic performance. Fourth, holding a leader position

reduces study time but improves learning autonomy; the latter outweighs the

former, thereby enhancing academic performance.

As academic performance is linked to the development of human capital in

terms of an individual's education and later labor market performance (Heineck &

Anger, 2015; Lindqvist and Lindqvist & Vestman, 2011), the factors that

determine educational achievement have been widely studied. School resources

and family and personal characteristics are the three main categories pointed to
 15

as affecting academic outcomes (Britton & Propper, 2016; Card & Krueger, 2017;

Glewwe, Kremer, & Moulin, 2019; Hanushek, 2016; Heckman, 2018; Khanam &

Nghiem, 2016; Todd & Wolpin, 2013).

In addition, some studies reveal that self-efficacy, learning autonomy, and

learning self-motivation are also closely related to academic outcomes (Bandura,

2017; Kember, Jamieson, Pomfret, & Wong, 2015; Little, 2011; Ryan & Deci,

2010). Researchers show that leaders have an important impact on group

outcomes (Güth, Levati, Sutter, & van der Heijden, 2017). For example, leaders

have a significant impact on the performance of organizations, local

communities, and even entire countries (Beaman, Duflo, Pande, & Topalova,

2012; Bertrand & Schoar, 2013; Chattopadhyay & Duflo, 2014; Jones & Olken,

2015; Malmendier & Tate, 2015).

Furthermore, many psychology studies argue that holding a leadership

position influences personal behaviors such as risk-taking, auto-excitation, and

self-regulation (Anderson & Galinsky, 2010; Galinsky, Gruenfeld, & Magee, 2013;

Galinsky, Magee, Inesi, & Gruenfeld, 2016). Additionally, some empirical studies

have shown that becoming a student leader during schooling (e.g., in senior-high

school or college) can enhance later labor market outcomes at least in the short

term (Kuhn & Weinberger, 2005; Lundin, Skans, & Zetterberg, 2019).

However, there are limited studies on the effect of student leadership

experience on students' academic performance. Among the few, some studies

argue that leadership experience may have opposing effects on academic

achievement. On the one hand, student leaders work harder than others in their
 16

studies and, therefore, achieve higher grades (Liu et al., 2015). On the other

hand, leadership takes time away from study and may distract these individuals

from focusing on their work. Therefore, leadership activities may have a negative

consequence in terms of academic performance (Anderson & Lu, 2017).

Using an experimental method, Anderson and Lu (2017) were the first to

investigate how student leadership experience affects academic performance. By

conducting an experiment in junior high school, authors investigate whether

individuals who were randomly selected as student leaders at the beginning of a

semester have better academic performance at the end of such semester. They

claim that student leadership experience (without considering the difference

between different types of leaders) can improve academic outcomes, increase

test scores, improve political popularity in class, and make students more

autonomous and ambitious. They also argue that while leadership experience

may signal pre-existing skills, it may also impact human capital development.

Thus, although many studies have discussed the factors that influence

academic performance, many questions remain in terms of how student

leadership experience affects academic performance: Does student leadership

experience influence academic performance in the short or long run? Is there any

difference in the impact on academic achievement of serving as a student leader

at different educational stages? Do different types of student leadership

experience have different effects on academic performance? Moreover: Through

what mechanism does student leadership experience affect academic

achievement? Our study attempts to answer these questions in depth.

 17

In this research, we extend the range of the study of student leadership

experience in several ways. First, we distinguish the long-run effects of

leadership experience on academic performance from the short-run effects by

investigating how being a leader influences current and later academic

achievement. Second, we explore the differences in the influence of leadership

experience in multiple periods, including primary school, junior high school,

senior high school, and college. Third, we examine the different effects of various

types of leadership positions, such as class monitor, class commissary, class

delegate, college-level leader, and school-level leader, on academic outcomes.

Fourth, we exhaustively study the underlying mechanism of leadership

experience's influence on academic performance by testing how being a leader

affects after class study time and his/her learning attitude. Last, by using a

unique panel dataset and fixed-effects (FE) estimation, we obtain more precise

results.

This study contributes to the literature in the following ways. First, our

study contributes to the field of research on the formation of human capital.

Although there is a substantial body of literature on how family environs influence

the development of personal skills (e.g., Cunha and Heckman, 2018), few studies

have investigated the association between experience in school and the

formation of human capital. Our study addresses this research gap by showing

that student leadership experience is a key factor in determining academic

performance. Second, our study sheds light on strategies in school management,

especially student management. Previous studies have paid more attention to

 18

the role of the school principal's characteristics (e.g., gender) and school features

(e.g., school size) in the selection of school management strategies (e.g., Gray,

2017; Ogundokun, 2012). Little attention has been given to the influence of

student characteristics on school management. We extend the literature by

showing that different types of student leadership experience have

heterogeneous effects on academic performance. Third, we provide important

clues to understanding student behaviors after graduation. Few studies

investigate the influence of leadership experience during high school on income

and college leadership development (Komives & Johnson, 2009; Kuhn &

Weinberger, 2005; Lundin et al., 2019). Our study provides an important

supplement by exploring the effects of early leadership experience on later

academic performance. Finally, this study enriches the literature on the

relationship between student leadership experience and performance from both

the subject and research setting perspectives.

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Chapter III
METHODOLOGY
This chapter presented the research design, locale, respondents and

sampling method, data gathering instrument, procedure, and the statistical tool of

the study.

Research Design

This study will utilize the descriptive correlational research design. In

descriptive correlational type it will determine the extent of students’ leadership

and academic performance of the students at East-West Mindanao Colleges

Incorporated (EWMCI). The correlational method determines the relationship of

students' leadership and academic performances of the students

 20

Locale of the Study

This study will be conducted in the school of East-West Mindanao

Colleges Incorporated (EWMCI) located at Kamasi, Amapatuan, Maguindanao

Del Sur. This school stood up as one of the cheapest colleges school categories

for its outstanding initiatives and decisive efforts in the successful

implementation. It is one of the active and best school in the region of BARMM. It

has different program offered namely the BSED, BEED, BS Social Work, and BS

criminology.

Respondent of the Study

This study utilizes at least 20 respondents. The respondent of this study

are the students who are members of Students body organization or the SBO

and other organization that exist in the school. The mentioned students of East-

West Mindanao Colleges Incorporated (EWMCI) are enrolled for the school year

2024-2025, which randomly used as a respondent of this study.

Sampling Design

The school of East-West Mindanao Colleges Incorporated (EWMCI) had at

least fifty students that utilizes in the study. The students of EWMCI had a total
 21

population of 628, but at least 20 numbers of students use as a respondent of

this study. Thus, purposive sampling technique will employ.

Data Gathering Instrument

The instrument that used by the researcher to gather data was a survey

questionnaire. It will employ a self-made questionnaire which means the

researcher will create a statement that appropriate for the study. A Likert scale is

a rating system that is used to assess attitudes or views. Respondents are asked

to score items based on their Level of agreement using this scale. The Likert

scale categories are strongly disagreed, disagree, moderately agree, agree and

strongly agree. The response categories have directionality, but the intervals

between them cannot be presumed equal. Specifically, the researcher used

primary data to collect information through survey questionnaires. According to

Glen (2019), primary data is a kind of data that a researcher collects from first-

hand sources. This uses the methods of interviews, experiments, or surveys. It is

collected with the research projects in mind, directly from primary sources. The

researcher though, not used any secondary data due to not finding relevant

studies, surveys, or experiments.

In analyzing data on the students’ academic performance, the DEPED

standard range of grading scale and description was used:

Rating of Scale Description

90-100% Outstanding
 22

85-89% Very Satisfactory

80-84% Satisfactory

75-79% Fairly Satisfactory

75 below Did not meet expectation

Thus, in analyzing the degree of relationship between the study habits and

academic performance the range of correlation was used:

Range Degree of Relationship

0.00-0.20 Low correlation, almost negligible relationship

0.21-0.40 Slight correlation, definite but small relationship

0.41-0.0.70 Moderate correlation, substantial relationship

0.71-0.90 High correlation, dependent relationship

0.91-1.00 Very High correlation, very dependent relationship

Data Gathering Procedure

The researcher secured letter of approval to conduct the data gathering

procedure of the study, from Research Adviser, Dean, Program Chairperson.

After the approval, the researcher gathered supplementary references and

information to support the research topic, and establish theoretical inputs of the

study. The researcher then asks for the guidance of the thesis adviser to acquire
 23

the appropriate research methodologies, and plans for data processing and

analysis.

Upon the approval of the thesis outline, research instrument and research

components significant herein, the researcher gathered data from credible

sources.

Questionnaires, were distribute by the researcher with asking question on

the students and properly explain what is written in the survey questionnaire.

Researcher explain thoroughly in Filipino language and instruct them what to do

in the survey.

Furthermore, upon the retrieval of the questionnaire, data were appropriately

tallied, analyze, and interpreted by the researcher.

Statistical Tools

The statistical measure was used in the computation analysis and

interpretation of data such as frequency count, percentage, weighted mean, and

Pearson-r.

First, to determine the profile of the respondents the frequency count and

percentages distribution will be use.

Second, the students’ academic performance in of their general

percentage average will determine by the use of mean average.

Third, the level of students’ leadership as describe in terms of time

management and concentration, weighted mean will utilize.

 24

Lastly, to determine the significant relationship of students’ leadership and

academic performance of students, Pearson-r will employ.

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA

Specific research questions were categorically answered by the following

tables. Systematic analysis and were presented to sought answered to the

problem of research.

1. Profile of Respondents

The data in table 1.1 shows the profile of the respondents in terms of age.

The data presented in the form of frequency distribution table.

Table 1.1: Distribution of Respondents by Age

Age Frequency Percentage (%)

16-18 2 20

19-21 18 80

22-24
0 0

Total 20 100.00
 25

Table 1.1, presents the data on the respondents age in a frequency

distribution. As reflected in the table, ages of the respondent are widely spread

ranging from 16-24, as seen the age bracket of 19-21 years old has the largest

number while the lowest number within the age bracket of 22-24 years old.

As cited by Golingay (2016), age is the factor that generally influences the

behavior of a person. As a person becomes older, his physical efficiency and

motor skills begin to decline slowly and gradually particularly after the mid twenty.

Table 1.2: Distribution of Respondents by Gender.

Gender Frequency Percentage (%)

Male 12 52

Female 8 48

Total 20 100%

As indicated in table 1.2, represents that out of 20 respondents, there

were 8 females or 48%. However, male respondents have a frequency of 12 or

52%. This means that the dominant number of respondents in terms of gender is

the male.

As Durkheim stated that the modernity’s greater distinction between

gender role as a functional and biological based evolution resulting from the

progressive forces of shift to organic solitary. Moreover, he argued that the

 26

society became more complex, more district differences in body and mild

emerged between women and men.

The next table presents the Socio-economic Status of the respondents.

Table 1.3: Distribution of Respondents by Socio-economic status in terms of

income of parents (monthly)

Socio-economic Status Frequency Percentage (%)

1,000-5,000 10 50

6,000-10,000 7 27

11,000-15,000 3 23

Total 20 100%

As shown in the table 1.3, the result of respondents’ responses in terms

of parents’ monthly income. The result revealed that the highest percentage in

terms of parents’ monthly income has a frequency of 10 or 50%. While 5

frequency or 25% has family monthly income of 6,000-10,000 pesos. However,

the lowest parents’ monthly income has 23% with the frequency of 3.
 27

Academic Performance Provided by the SBO Colleges Students

Academic performance refers to how the college students perform in all of

their subjects. It means this is how the students put an effort to their studies.

However, as shown in the table 2, it presents that the level of academic

performance of students.

Table 2: Academic Performance of Grade 12 Students

Numbers of Students Average Grades during 2nd Semester

50 83.44

As shown in the table 2, it has presented the Academic Performance of

SBO Colleges students of East-West Mindanao Colleges Incorporated in terms

of their general average the academic year 2023-2024. However, 83.44 was the

general average grade of the respondents. Therefore, this implies that the

students had an average grade of satisfactory as interpreted in their 2 nd

semester.
 28

Table 3: Students’ Leadership in terms of Time Management provided by SBO

Colleges Students

Verbal
Indicators Mean
Description

1 I can able to manage my time effectively

considering that I am a leader to myself. 2.98 Moderately
. high

2 I am able to come on time in our class session.

2.92 Moderately
. high

3 I give importance to my time that’s why I can

manage my time efficiency. 3.0 High
.

4 I seem to get very little done for the amount of

time I spend studying since we have a lot of 2.62 Moderately
. tasks to do within our organization. high

5 Having to many meetings within our

organization causes me to get late in my other 2.68 Moderately
. class. high

Moderately
Overall mean 2.71
high

Table 3, reveals that the overall mean of students’ leadership in terms of

time management were moderately high; the respondents answered that I can

able to manage my time effectively considering that I am a leader to myself has a

mean of 2.98 which means moderately high as well; the respondents answered
 29

that I am able to come on time in our class session, has a mean of 2.92 which

means moderately high; the respondents answered that I give importance to my

time that’s why I can manage my time efficiency, has a mean of 2.62 which

means moderately high; the respondents answered that Having to many

meetings within our organization causes me to get late in my other class which in

line to moderately high; and lastly, the overall mean effect of students’ leadership

to the academic performance of SBO students in terms of time management has

a total grand mean of 2.71 which means moderately high based on the verbal

description of data.

Table 3.1: Students’ Leadership in terms of Concentration provided by SBO

Colleges Students

Indicators Mean Verbal

Description
1 I lose points on tests because I am 2.44 Low
preoccupied with the problem within our
organization.
2 I am focus and never fail to answer questions 3.68 High
in class since I am trained to meet people as a
leader.
3 I am active in every collaborative learning 2.84 Moderately
since I have a sense of leadership. High

4 Since I am a student leader I am focus enough 3.24 Moderately

to my studies because I want to be a good High
model to everyone.
I concentrate a lot in every class activity. 2.72 Moderately
High
OVERALL MEAN 3.05 Moderately
High
 30

Table 3.1, reveals the students’ leadership in terms of escapism, the

respondents answered I lose points on tests because I am preoccupied with the

problem within our organization. has a mean of 2.44 which is low; the students

answered that I am focus and never fail to answer questions in class since I am

trained to meet people as a leader has a mean of 3.68 which in line to

moderately high; the respondents answered I am active in every collaborative

learning since I have a sense of leadership has a mean of 3.68 which in line to

high; the respondents answered Since I am a student leader I am focus enough

to my studies because I want to be a good model to everyone has a mean of

3.24 which in line to moderately high; and lastly, the students leadership in terms

of concentration has a total grand mean of 3.05 as interpreted as moderately

high.

As shown in the table, it reveals the overall mean of the students

leadership in terms of concentration of the SBO students in East-West

Mindanao Colleges Incorporated is 3.05, which interpreted as moderately high.

Moreover, only one indicator shows the result of high. While the indictor number

four was interpreted as low description. Hence, indicator number one and three

were emphasized as moderately high, in the sense that due to the amount of

work study they have to do, students may experience stress during school hours.

Hence, playing will help them. Therefore, students had moderately high

perception response in the challenges of concentration.

Table 3.2: Overall Mean of Engagement on Online Games in terms of Addiction

and Escapism
 31

Indicators Mean Verbal Description

Time Management 2.71 Moderately High

Concentration 3.05 Moderately High

Overall Mean 2.88 Moderately High

Table 3.2 shows the overall mean of students’ leadership in terms of time

management and concentration. It reveals that the overall mean is 2.88 which

indicate as moderately high. In other words, the students had moderately high

perception in challenges of students’ leadership in terms of time management

and concentration. Time management on the other hand, has a mean of 2.71.

While concentration has a weighted mean of 3.05. This means that the students

tend to manage their time effectively and concentrate despite their

responsibilities as a students’ leaders.

Table 4: Correlation Analysis between Academic Performance and Students’

Leadership

Variables Computed (R) Degree of Relationship

1. Academic Performance 0.2106 Slightly correlation

2. Students’ Leadership 0.2806 Slightly correlation

Df-35 a-0.05 cv- .325 s-significant ns-not significant

Table above showed the summary of correlation computation between the

academic performance and the level of students’ leadership in terms of time

management and concentration with the degree freedom equal to 35, the critical
 32

value for r was noted to be .325 at 0.05 level of significance. It revealed that the

computed r value was all lesser than the critical value of .325.

As shown in the table, the relationship of two variables has a slight degree

of influence as revealed by their computed R-value from the above table. This

means that there will be slight degree of influence between the level of students’

leadership in terms time management and concentration, and academic

performance in terms of general percentage average. This implies that the

majority of variables have a relationship but not significant.

Thus, the result means that the academic performance was not totally

affected by students’ leadership in terms of time management and concentration.

 33

Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion and the

compounding recommendation. The primary objective of this study was to

determine the relationship of students’ leadership and academic performance of

SBO colleges students in East-West Mindanao Colleges Incorporated.

Specifically, this study is sought to answer the following questions:

1. What are the respondents’ profile in terms of:

1.1 Age;

1.2 Gender;

1.3 Socio-economic Status?

2. To what extent is the students' leadership as describe it terms of their:

2.1 Time Management;

2.2 Concentration?

3. What is the level of students' academic performance in terms of their:

 34

3.1 General Percentage Average (GPA)?

4. Is there any significant relationship between students' leadership and

academic performance of students in East-West Mindanao Colleges

Incorporated?

Summary of Findings:

The following findings were made based on the analysis of the result of

the study.

1. Majority of the respondents were male with an age ranging from 19-21.

2. The academic performance of the respondents in terms of three subjects

achieved “satisfactory”.

3. The level of students’ leadership in terms of time management and

concentration was moderately high perception.

4. There was no significant relationship between the level of students’

leadership and the academic performance.

Conclusions:

Based on the findings, the following conclusions were formulated:

1. Majority of the respondents were male with an age ranging from 19-21.

2. Most of the SBO students had a moderately high perception in their

students’ leadership in terms of time management and concentration.

 35

3. The grade SBO students’ level of academic performance in their three

subjects were satisfactory.

4. The students’ leadership had not significantly affected their academic

performance.

Recommendations:

With the results of the study, the researcher recommends the

following:

1. The teacher should closely monitor the notes of their students to ensure

the effective delivery of instruction.

2. The researcher recommends to parents to monitor when their children in

guiding them on to properly incorporate their task.

3. The findings of this study should be a basis to enhance students’

leadership awareness for the school administrator.

4. The researcher recommended that teachers must ensure that the student

leaders are guided accordingly.

5. Future researcher must conduct the same study to see the significance of

the results. It also recommends to includes other factors not mentioned in

this study.
 36

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 39

Repulic of the Philippines

Bangsamoro Autonomous Region of Muslim Mindanao
East – West Mindanao Colleges Inc.
Kamasi Ampatuan Maguindanao Del Sur

Dear respondent;

I am pleasured to inform you that you have been selected as one of the
respondents for my study entitled “Students’ Leadership and its effects to the
Academic Performance of the Students”. The success of this research lies on
your participation and cooperation.

Please answer the questions below and rest assured that all respondents
will be kept with utmost confidentiality.

Sarifa K. Talipasan
Researcher

INFORMATION SHEET
Part 1. Profile of the Respondents
Instruction: Put check (  ) mark in the space provided according to your
appropriate answer.
Name (option):
Adress:
 40

Age: 14 – 16 years old 16 – 18 years old

Others please specify:_________

Gender: Male Female

SURVEY QUESTIONNAIRE

Students’ Leadership and its effect on Academic Performance

Instruction: Rate yourself on “Students’ Leadership and its effect on

Academic Performance”, scale of 1 – 5 which is descriptively describe as 5
strongly agree, 4 agree, 3 moderately agree, 2 disagree, 1 strongly disagree. Put
a check (  ) mark under the appropriate column.

Rating Scale:

5 - Strongly agree
4 - Agree,
3 - Moderately agree
2 - Disagree
1 - Strongly disagree

Students’ Leadership and its effect on Rating Scales

Academic Performance

A. Students’ Leadership in terms of Time 5 4 3 2 1

Management
 41

1. I can able to manage my time effectively

considering that I am a leader to myself.
2. I am able to come on time in our class
session.
3. I give importance to my time that’s why I can
manage my time efficiency.
4. I seem to get very little done for the amount
of time I spend studying since we have a lot
of tasks to do within our organization.
5. Having to many meetings within our
organization causes me to get late in my
other class.
B. Students’ leadership in terms of

concentration

1. I lose points on tests because I am

preoccupied with the problem within our
organization.
2. I am focus and never fail to answer
questions in class since I am trained to meet
people as a leader.
3. I am active in every collaborative learning
since I have a sense of leadership.
4. Since I am a student leader I am focus
enough to my studies because I want to be a
good model to everyone.
5. I concentrate a lot in every class activity.
 42

APPENDICES A
 43

Communication Letter

Emilia M. Lotilla, Ph.D

College Dean
East-West Mindanao Colleges Incorporated
Kamasi, Ampatuan, Maguindanao Del Sur

Madam;

Greetings of peace and prosperity!

Presently, I am conducting a research paper entitled, “Students’ Stressors and

Coping Mechanism of Selected Bachelor of Elementary Education (BEED)
Students”, as a requirement for the degree of Bachelor of Elementary
Education, at East-West Mindanao Colleges Inc., Kamasi, Ampatuan,
Maguindanao Del Sur.

In this connection, I would like to ask permission from your office to please allow
me to distribute survey questionnaire in line with my study. It is hoped that this
request would merit your kind consideration and approval.

Very truly yours,

Sarifa K. Talipasan
Researcher
 44

NOTED:

REDEN S. PACULANAN, PhD NORAISA S. PANALUNSONG, LPT

Research Coordinator Research Adviser

EMILIA M. LOTILLA, PhD

College Dean

APPROVED:
EMILIA M. LOTILLA, PhD
College Dean

APPENDICES B
 45

A. DOCUMENTATION
 46

CURRICULUM VITAE

Name: Sarifa K. Talipasan

Date of Birth:

Place of Birth:

Gender: Female

Civil Status: Single

Father's Name:

Mother's Name:

Religion: Islam

Citizenship: Filipino

Home Address:

E-mail Address:

Contact No.:

Educational Attainment
 47

Elementary:

Secondary:

College: East West Mindanao College Incorporated