1

CHAPTER 1

THE PROBLEM

Introduction

The Philippine government has sought to promulgate education to the Filipino

individuals. The reform of the Constitution of the Philippines in 1987 mandated basic

education. Primary education in public schools was made free and compulsory, and

secondary education in public schools also became free to all (although not mandatory).

As such, the Department of Education promotes the Education for All (EFA) program

where no learners will be left behind whether one was rich or poor, it was expected that

this constitutional reform would give the Filipino people easier access and attainment to

education.

The Philippines House of Representatives, in pursuance of the implementation of

the K-12 Enhanced Basic Education program of the government, has approved last May

21, 2015 on third and final reading House Bill 5604, the establishment of a senior high

school for each of the country's legislative districts and appropriating funds thereof. The

bill provides that the courses to be offered by the senior high schools shall be in

conformity with the Enhanced Basic Education Curriculum (EBEC) formulated and

designed by the Department of Education in pursuance of Section 5 of RA 10533 and in

coordination with the Commission on Higher Education (CHED), Technical Education

and Skills Development Authority (TESDA), and other concerned national government

agencies and stakeholders. Thus, the Department of education together with the other
 2

department policy making bodies came up with the idea of a 2 years specialized course

offerings in the Senior High School – secondary education where students may choose a

specialization based on aptitude, interests, and school capacity. The choice of a career

track will define the content of the subjects a student will take in Grades 11 and 12. As

compared to the formerly proposed curriculum (2012) where one subject consists of 54

class hours in a semester, a subject under the revised proposed curriculum (2014) consists

of 80 class hours in a semester. DepEd has also clearly identified the specific core and

track subjects under the revised curriculum. The Senior High School will have 15 core

subjects and 16 track subjects, where seven are common subjects and nine are

specialization subjects, totaling 31 subjects to be taken up in Grade 11 and Grade 12

(SEMEO INNOTECH, 2015). The career pathways – or tracks – have also been

redefined under the revised curriculum. One of the more salient changes is how the

Academic Track lumps together accountancy, business, management (ABM); liberal arts

(General Academic); humanities, education, social sciences (HESS/HUMMS); and

science, technology, engineering, mathematics (STEM). The ABM was formerly one of

the main career pathways (i.e., entrepreneurship or business); STEM was also formerly

one of the main career pathways; humanities was likewise identified as one of the main

career pathways, and includes sports, arts and music, among others, which were later

specified as main tracks under the revised curriculum. (SEMEO INNOTECH, 2015)

The Department of Education has assured the readiness of public and private

schools nationwide for the full implementation of the Senior High School Program,

which will officially start in School Year SY2016-2017. Education Secretary Armin
 3

Luistro gave this assurance during the first National K to 12 Conference held at the

Philippine International Convention Center (PICC), December 2 - 4, 2015. But how

about the secondary students, are they ready also in Senior High School?

The researchers finds this study interesting to all concern especially the learners

who is the significant factor in education, to generate the knowledge in determining the

students who enroll in Accountancy and Business Management (ABM) strand in the

Senior High School in Grades 11 and 12 because one of the crucial factor in successful

transitions from high school to college is the demonstration of college readiness

(Anderson & Fulton, 2015). Being college ready is a process that takes time and begins

before a student's senior year in high school. The fact that the Philippines most

comprehensive education system reform under K to 12 policy started in the year 2012

and then comes SY 2016 – 17, four years after is the full blast implementation and

realization of the Senior High School Grades 11 and 12 this coming June 2016.

Theoretical Framework

This study is anchored on Constructivism by Jean Piaget (1896 – 1980) and Lev

Vygotsky (1896 – 1934) the two eminent figures in the development of constructivist

theory where learners` learned through an active, contextualized process of constructing

knowledge based on personal experiences and hypotheses of their environment.

Constructivism is a new approach in education that claims humans are better able to

understand the information they have constructed by themselves. According to

constructivist theories (Ozer, 2004), learning is a social advancement that involves

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language, authentic world experiences, and interaction and collaboration among learners.

They are considered to be central to the learning process. Learning is affected by the

prejudices, experiences, the time in which we live, and both physical and mental maturity.

When motivated, the learner exercises his will, determination, and action to gather

selective information, convert it, formulate hypotheses, test these suppositions via

applications, interactions or experiences, and to draw verifiable conclusions.

Constructivism transforms today’s classrooms into a knowledge-construction site where

information is absorbed, and knowledge is built by the learner. Piaget believes that a

constructivist classroom must provide a variety of activities to challenge students to

accept individual differences, increase their readiness to learn, discover new ideas, and

construct their knowledge.

On the other hand, Vygotsky’s constructivism is known as social constructivism

because of the significance of culture and social context. For Vygotsky, the zone of

proximal development suggests that cognitive development is limited to a certain range at

a particular age. However, with the help of social interaction, such as assistance from a

mentor, students can comprehend and understand concepts and schemes that they cannot

know on their own. Curriculum specialists and lesson plan builders can use the zone of

proximal development as a guiding reference (Ozer, 2004).

This study is also anchored on the Laws of Learning, which has an educational

implication by Edward Thorndike (1874 – 1949), the father of modern Educational

Psychology. According to him, the first primary law of learning is the Law of Readiness

or the Law of Action Tendency, which means that learning, takes place when an action
 5

tendency is evoked through a preparatory adjustment set or attitude (Esmeralda, 2013).

Readiness means a preparation of action. If one is not prepared to learn, learning cannot

be automatically instilled in the learners` mind.

This study is also based on the humanist learning theory which holds that learning

is a personal act to fulfill one`s potential. The key proponents of humanism include Carl

Rogers,(1902 – 1987) and Abraham Maslow (1908 – 1970). In this theory, learning is

student centered and personalized, and the educator`s role is that of a facilitator.

Affective and cognitive needs are the keys, and the goal is to develop self-actualized

people in a cooperative and supportive environment. In Maslow’s view, each person

possesses an innate tendency toward self-actualization (Maslow, 1970). Linking this

theory to the Students` readiness to Senior High School, learners should also be an

important contributing factor in Senior High School implementation with the guidance

and of the Department of Education and other concern agencies and the teachers as the

facilitator of change.

This study is further supported by experiential learning theory which was

developed by an educational theorist David A. Kolb (1984). According to this theory,

learning is the process whereby knowledge is created through the transformation of

experience. The theory presents a cyclical model of learning consisting of four stages.

One may begin at any stage, but must follow each other in the sequence. The first stage,

concrete experience (CE) is where the learner actively experiences an activity such as a

laboratory session or filed work. The second stage, reflective observation (RO) is when

the learner consciously reflects back on that experience. The third stage, abstract
 6

conceptualization (AC), is where the learner attempts to conceptualize a theory or model

of what is observe. The fourth stage, active experimentation (AE) is where the leaner is

trying to plan how to test a model or theory or plan for a forthcoming experience.

Connecting this theory to the readiness of the students to Senior High School given the

four years’ time they have to digest and actualize everything they learned in their junior

high school to apply it to their chosen course pathway or track in the Grades 11 and 12 is

a critical element.

Every learner has the opportunity to have experiential learning. It is the educators`

role to use well the instructional materials and have effective learning strategies that suit

the needs of the learners, as the famous saying states that “experience is the best teacher.”

The above-mentioned theories serve as the backbone of this current study as they

help identify the current research problems that need to be answered to maximize

learning and understanding.

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INDEPENDENT VARIABLE DEPENDENT VARIABLE

 Demographic Profile:
 Age
 Gender
 Family income  Student’s Readiness to
Enroll in Accountancy,
 Parent’s Educational Level
Business and Management
 National Career Assessment Strand in the Senior High
Examination (NCAE)
School
 Academic Performance

Figure 1. Schematic diagram showing the relationship between the independent and

dependent variables.
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Statement of the Problem

This study is conducted to determine based on National Career Assessment

Examination and Academic Performance of the Grade 10 students to enroll in

Accountancy, Business and Management in Senior High School of Molugan National

High School, El Salvador City Division. And it sought to answer the following questions:

1. What is the demographic profile of the students regarding of

1.1 Age

1.2 Gender

1.3 Family Income

1.4 Parents` Educational Level

2. What is the academic performance of ABM enrollees in their junior high

school?

3. Is there a significant difference between National Career Assessment

Examination result and academic achievement?

4. Are the students ready for the Accountancy, Business and Management

strand in the Senior High School?

Hypothesis

H0 : There is no significant difference between National Career Assessment

Examination Result and Academic Performance.

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Significance of the Study

Filipinos are known to be competitive in the international community. However,

the Philippines` current education system hinders it from becoming even more

competitive. The implementation of the K-12 plan in the Philippine Basic Education

Curriculum is the key to a nation’s development, Cruz I. (2010) though the Philippine

government faces many problems as it implements the program over the course of several

years, it is a necessary improvement since increasing the quality of education is critical to

a nation's success.

For this reason, the researchers believed that the study is significant for educators,

parents and all people, who are on the way or the other, play an important role to have a

fast growing economy.

The researcher further believed that the results of the study would provide ample

insights in the newly created Department of Education Division, El Salvador City

division especially in the K to 12 curriculum - Senior High School and the upcoming

senior high school curriculum. Specifically, the result of the study would benefit the

following:

Students. The result of the study would enlighten students to give value on the

importance of learners` basic knowledge in education for the attainment of their chosen

career or profession.
 10

Teachers. The findings of the study would gauge educators a better

understanding of the importance of their role in the learners` holistic development.

Parents. The results of the study would enlighten the parents regarding the

importance of giving an ample support and understanding to their children.

Curriculum Makers. An early intervention on the newly implemented K to 12

Curriculum for Accountancy and Business Management (ABM) strand will be found.

They will be guided on what aspects need to be strengthened and what are the other

important things left unimplemented.

Policy Makers. This study will help them make necessary directives, laws, or

ordinances that will support the implementation of Academic Track – ABM strand for

Senior High School Program.

School Administrators/School Heads. The results of the study offer a better

avenue in dealing with the incoming senior high school program of the Philippine

Department of Education to help attain their goal in producing a more competitive and

skilled graduates.
 11

Future Researchers. This study may serve as a precursor for studies that will

seek to evaluate the readiness of students in their chosen profession. Through this study,

they may be able to see variables that need to be explored.

Scope and Limitation of the Study

The respondents of the study were the grade 10 students enrolled in SY 2015-

2016 whose first choice track in the Department of Education Senior High School

Learners` Information System (LIS) is the Academic track under Accountancy, Business

and Management (ABM) strand. They are the pilot batch in the implementation of the K

to 12 Program.

These grade 10 students were from Molugan National High School, El Salvador

City Division, Misamis Oriental. Only students under the K to 12 Curriculum was

included in the study. Out of the 48 enrollees of ABM strand, 28 of it are under the K to

12 curriculum. The remaining 20 enrollees are under the Basic Education Curriculum

(BEC) in which they are excluded in the study.

Definition of Terms

The following terms are operationally defined for better understanding.

Career Guidance Program (CGP). A career path program set by the

Department of Education to incoming Senior High Students to help them make informed
 12

choices and chosen career that matches the available resources as well as job

opportunities.

K to 12 Curriculum. A 12 years of basic education (six years of primary

education, four years of Junior High School, and two years of Senior High School [SHS])

to provide sufficient time for mastery of concepts and skills, develop lifelong learners,

and prepare graduates for tertiary education.

Learners` Information System (LIS). An online facility by the Department of

Education that provides for the registration of learners enrolled in public schools and

private schools.

National Career Assessment Examination (NCAE).An aptitude test geared

toward providing information through test results for self-assessment, career awareness

and career guidance of high school students for their post-secondary courses.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the foreign and local studies which are related to this study.

Foreign Literature and Studies

Royster (2015) said that national trends and goals have pushed beyond the drop

out crises are now focused on raising the percentage of graduates prepared for college

and career. In her study that was conducted at the University of North Carolina shows

that students who are not college-ready are less likely to earn a degree. Findings on her

study revealed that a positive association between higher parent education levels and

preparatory course enrollment particularly in Math. Nationally, too few high school

students are graduating prepared for college (Gross, J. 2015)

According to the Education Commission of the States (ECS), the 2014 ECS

Blueprint for College Readiness examined the alignment of high school graduation

course and higher education admission course requirements in the 50 states and District

of Columbia. It was further emphasized that to assess a student’s college readiness,

statewide and system-wide admission policies have started to include multiple measures

in addition to classroom seat time, providing multiple measures to show college readiness

allows students to demonstrate mastery of content and their potential for success (ECS,

2014). The following are examples of the measures found in statewide and system-wide

minimum admission requirements: competency-based assessments, course curriculum,

Grade-Point Average (GPA), Class rank, Index Score, and other assessments such as
 14

Advance Placement (AP), International Baccalaureate (IB), Scholastic Assessment Test

( SAT), American College Testing (ACT) and other college entrance exams (ECS, 2014).

Connolly, Olson, Durham, & Plank (2014) of Baltimore Education Research

Consortium conducted a study that examines high school indicators of college readiness

and compares them with assessed readiness results reported by colleges in Maryland.

Findings in their study reveal the lack of placement test administration matters. Some

colleges have a policy that students with Students Academic Test (SAT) scores of 550

and higher do not need to be assessed for a developmental course they needed. Some

students with these scores did take the placement test. Moreover at Coppin, Baltimore

Maryland, students needed a lower score, 470 on the Student Academic Test are not

allowed to take the placement test, yet some students with a 470 took the test and other

students without a 470 did not. Another finding of the said study shows that a number of

students were identified as needing a variety of developmental courses. At the

community colleges, most students needed developmental courses in all three areas -

reading, Math and Writing. Fewer students were identified at four-year colleges with 24%

of the students at Morgan assessed as needing developmental course in all three content

areas (Connoly, et al, 2014). In the said study, most were identified as needing

developmental coursework in math. Thus according to the study Connolly, Olson,

Durham, & Plank (2014), the following recommendations were given: The district of

Maryland should develop a career/college readiness strategic plan that recognizes that

career and college-going begins long before high school, City Schools should ease

students’ transition into high school to improve outcomes for ninth graders, there is a
 15

need for much clearer communication on college readiness across Baltimore and

Maryland, course failure has implications for many students and might suggest the

district should review its current grading policy, and colleges should move away from

relying solely on results from a single placement test and use multiple measures to assess

students and determine need for remediation (Connoly, et.al ,2014).

University of Illinois at Urbana-Champaign on their High School Journal

published, May 12, 2015, the case study reveals the unintended consequences of school

reform policies, and how these mandates may warp schools` instructional focus and

thwart students` academic success. Anjalé D. Welton, a professor of educational policy at

the University of Illinois, and Montrischa M. Williams, a researcher with the American

Institutes for Research, explored the impact that these mandates had at Green High

School, a school located in a semirural community near a major city in Texas. Poor

academic performance on federal and state accountability tests for three consecutive

years had garnered Green High School an "academically unacceptable" rating from the

state education agency (Welton D. 2015). As a result, teachers and staff at Green were

under pressure to produce improvement within the next year that results to prompting

them to concentrate instructional time and resources on preparing students for the exit

exam. Although Welton and Williams' research focused on one school, they believe that

other schools across the U.S. are experiencing similar difficulties, suggesting a need to

examine the true impact of accountability mandates and help schools develop teaching

practices that support students' academic success and postsecondary aspirations. Welton

& William (2015) said that Schools with large populations of youth of color and low-
 16

income youth are overwhelmingly targeted for reform initiatives, and, as a society, we

need to examine how schools become highly minoritized and why they have large

numbers of students with various needs. They further believed that rather than centering

performance problems on students and teachers, policymakers should take into

consideration the systemic inequities and larger sociopolitical contexts in which schools

operate and people need to be more aware of the impact of labeling schools as high

minority, high poverty and low performing because these descriptors transmit deficient

implication.

On the other hand, Holcomb-McCoy C. (2010) describes an exploratory and

descriptive study that examined the parental involvement beliefs, attitudes, and activities

of high school counselors who work in high-poverty and high-minority schools. Her

study examined school counselors' beliefs and activities about involving parents in the

college admission process. The results indicated that the participants believe that working

with parents about college opportunities is a major part of the job. A majority of the

participants also reported that they spend some time conferencing with parents about

college admissions and a majority reported that they never organize parent volunteer

activities.

Furthermore, Greene, Jay P. & Winters, Marcus A.(2005) study on the Public

High School Graduation and College-readiness Rates from 1991-2002 revealed that the

national high school graduation rate for the United Stated States public school students

remained flat over the last decade, going from 72% in 1991 to 71% in 2002 this most

likely because of the increased standards and accountability programs over the last
 17

decade, which have required students to take more challenging courses required for

admission to college without pushing those students to drop out of high school. And there

is very little difference between the number of students who graduate from high school

college-ready and the number of students who enrol in college for the first time. This

indicates that there is not a large pool of students who have the skills necessary to attend

college but do not do so because of lack of funds or other non-academic factors.

Local Literature and Studies

According to South East Asian Minister of Education (SEAMEO-INNOTECH)

on their research update before the implementation of the K to 12 program, the

Philippines was the only country in the Southeast Asian region implementing a 10-year

combined elementary and secondary education. The clamour to lengthen the basic

education system has been a long debated issue. To strengthen the basis for reform, the

Philippine DepEd, through the National Education For All Committee (NEC), engaged

SEAMEO INNOTECH to carry out a regional review of the curricula of four Southeast

Asian countries, namely Brunei Darussalam, Malaysia, Singapore and the Philippines.

In the Philippines` education system, only a limited number of institutions support

assessment in the readiness of future career chosen by the learners. This usually happens

to the private school which constitutes a small number of learners compared to those

learners in the government schools that almost represents the vast majority. Many

government public high schools nationwide are conducting classes in shift schedules due

to limited resources and classrooms. According to the IBON research foundation, in 2011
 18

the Philippine public school system was short 152,569 classrooms, 150,000 water and

sanitation facilities, and 13.23 million school chairs. It also lacked 95 million books.

IBON reported a shortage of approximately 100,000 teachers. But with the reform of the

Philippine Education System under the K to 12 Curriculum there is a gradual change.

The Philippines` Department of Education has assured the readiness among the

public and private schools nationwide for the full implementation of the Senior High

School Program which will officially start in School Year SY 2016 - 2017. Education

Secretary Armin Luistro gave this assurance during the first National K to 12 Conference

held at the Philippine International Convention Center (PICC), December 2 - 4, 2015.

The part of the Senior High School curriculum that gives all students the basic

academic preparation demanded by the College Readiness Standards is called the “Core

Subjects.” The part that gives students the skills needed by employers or needed if they

set up their own businesses is called the “Track Subjects.” The Track Subjects are of two

kinds: “Applied Track Subjects” and “Specialized Subjects.” (DepEd order no.11 s.

2015).

On the other hand, de Dios (2014) said that the four academic strand in senior

high school namely the Accountancy, Business and Management (ABM), Humanities

and Social Sciences Strand (HUMSS) Science, Technology, Engineering and

Mathematics (STEM), and General Academic Strand (GAS) demonstrates not only

students should be choosing whether to prepare oneself for work or college, but also let

the students commit to a particular area or discipline. According to him, the Department

of Education under the K to 12 curriculum, as a whole, has overlooked the preparation of

 19

the basic education really entails. He emphasized that even in the United States, where

precollege education takes more than 13 years especially with preschool becoming

widespread; there are still students that come out of high school unprepared for higher

education. He further reiterated that in a study by Grubb and coworkers estimates that

nationally, colleges assess about 60% of new college freshmen as needing remedial

courses (Grubb, W. N., Boner, E., Frankel, K., Parker, L., Patterson, D., Gabriner, R.,

Hope, L., Schiorring, E., Smith, B., Taylor, R., Walton, I., and Wilson, S. (2011).

Understanding the “crisis” in basic skills: Framing the issues in community colleges.

Working papers. Policy Analysis for California Education). The reason behind all this

things is simple; these students are not able to master the basics (de Dios, 2014). The

early years of basic education is crucial because marks this marks the beginning of

acquiring basic and substantial knowledge. Ones` a student fails, he cannot simply move

forward easily when he is left behind.

Oteyza (2012) said that many are worried about the rush to implement the K to 12

program. For one, according to a study conducted by a group of researchers from the

Philippine Institute for Development Studies (PIDS), the rush implementation of the

program may have unintended effects on social equity if publicly funded mainly because

many poor families do not reach beyond the secondary level of educational attainment.

According to her, the k to 12 curriculum is not yet completely tested and inspected.

Furthermore, her study concluded that critics presented valid concerns regarding the K to

12 programs. She said that the government must therefore continue to address such

concerns to further develop enhance the model. Though the program is ready to take off
 20

this year, guaranteed continuous monitoring, evaluation, and program enhancement must

be ensured. It is quite clear that a longer education cycle alone could be futile without

corresponding improvements in other aspects of the education system such as proper

training of teachers, additional classrooms and textbooks, better facilities such as libraries

and upgraded computer laboratories must be reckoned as urgent as the implementation of

this K to 12 program.
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Chapter 3

RESEARCH METHODOLOGY

This chapter dealt with the methodological procedures that will be utilized in

describing and interpreting data and subdivided into the following: research design,

research locale, respondents of the study, instrumentation, validation, and data gathering

procedure, statistical treatment and data analysis.

Research Design

The study utilized the descriptive method of research. It describes the data and

characteristics used in the population. This design describes and determines the grade 10

students who enroll in Accountancy, Business and Management (ABM) strand in the

senior high school Data were gathered and results were tabulated and interpreted.

Explanations were given base on the concepts and principles that clarify the interpretation

of the results. The quantitative data were analyzed and interpreted using some statistical

techniques.

Research Locale

This study was conducted in Molugan National High School, El Salvador City

Division during the second semester of the school year 2015 – 2016. The Department of

Education, El Salvador City Division has conducted already a research about the Small

Medium Enterprise (SME) in the said division prior to the implementation of the Senior
 22

High School. It was found out that there were a number of Small Medium Enterprises

(SME`s) in El Salvador City thus the researchers come up to the idea of determining the

grade 10 students to enroll in Accountancy, Business and Management (ABM) in the

Senior High School of Molugan National High School in response to a growing number

of SME`s operating in the area.

Figure 2: Map of the Research Locale

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Respondents of the Study

The participants of the study were the grade 10 students of Molugan National

High School, El Salvador City Division. A survey was used in this study since there are

28 students under the K to 12 curriculum who have chosen the Accountancy and

Business Management Strand in their Senior High School. Table 1 shows the number of

respondents.

Table 1

Number of Respondents

Name of School Total Number of Respondents

Under K to 12 Curriculum

Molugan NHS 28

Research Instrument

The assessment tool used in this study was the National Career Assessment

Examination (NCAE) result from the Philippine National Education Testing and

Research Center (NETRC) and the junior high school academic performance of the

respondents taken from there form 137 or high school report card.
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Instrumentation and Validation

The researcher used the National Career Assessment Examination (NCAE) result

which is adapted from the Philippines` Department of Education and the academic

performance of the respondents in junior high school from their Form 137 or High School

Report Card.

Data Gathering Procedure

Before the study started, the researcher asked permission from the office of the

Schools Division Superintendent of the Division of El Salvador City. Upon approval, the

researcher gave a letter of permission to the school administrator to conduct the test for

the grade 10 students during their most convenient time.

The questionnaires on the demographic profile of the respondents were

administered by the researchers themselves. It was personally distributed and collected.

The respondents answered their personal data questions like their name, gender, school,

age, and family monthly income. The results were then tabulated.

To determine the respondents’ level of readiness, cross tabulation between the

academic achievement and National Career Assessment Examination (NCAE) result of

the respondents was used, below was the scoring procedure used.
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NCAE Preference – ABM

76 – 100 High

51 – 75 Moderate

26 – 50 Low

0 – 25 Very Low

Academic Achievement Level

90 and above Advanced

85 – 89 Proficient

80 – 84 Approaching Proficient

75 – 79 Developing

Respondents that have a High Preference for Accountancy and Business

Management (ABM) on their National Career Assessment Examination (NCAE) result

and have an Advanced or Proficient level on their Academic Achievement result are

ready for the Accountancy and Business Management (ABM) strand of the Senior High

School curriculum

Statistical Treatment

The statistical technique use in analyzing and interpreting the data and testing the

null hypotheses of the study includes the computation of percentage to determine the

frequency of the respondents based on their demographic profile, Pearson co-relation to

determine the relationship between the Academic Achievement result and the National
 26

Career Assessment Examination (NCAE) result and a cross tabulation between the

respondents` academic achievement and National Career Assessment Examination

(NCAE) result to get the number of respondents who are ready to take the Accountancy,

Business and Management (ABM) strand.

The above mentioned statistical techniques will be used to determine the

respondents` to enroll in the Accountancy, Business and Management (ABM) Strand of

the Senior High School.

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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents and discusses the analysis and interpretation of data in order

to answer the problems in the study. The results are shown according to the order

presented in Chapter 1.

Problem 1. What is the demographic profile of the students in terms of the following?

1.1 Age

1.2 Gender

1.3 Family Income

1.4 Parents` Educational Level

Table 2 presents the profile of the participants by age. As shown in the table, 61%

were 16 years old, which is the ideal age for grade 10. The eldest age of the respondent is

18 years old. The standard deviation reflects the widespread distribution of the

respondents` ages. This denotes that the respondents were of different ages ranging from

15 to 18 years old.

It is also shown that almost 18% of them were 15 years old. This shows that the

participants were not on the appropriate age suited for Grade 10. Thus, preparedness on

senior high school readiness in the Accountancy and Business Management (ABM) is

somehow affected.
 28

On the other hand, almost 18% of them were 17 years old. This implies that the

participants were already above the required age for grade 10. Thus, they are somehow

ready to senior high school.

Table 2

Profile of the Respondents - Age

Age Frequency Percent

15 5 17.9

16 17 60.7

17 5 17.9

18 1 3.6

Total 28 100.0

Mean 16.07

SD .716

Table 3 presents the profile of the students by gender. As shown in the table 77%

comprises female respondents who choose Accountancy and Business Management

strand in the Senior High School. Thus most of the female respondents wanted to be an

entrepreneur. On the other hand, almost 21% comprises the male respondents, this shows

that only a few males respondents have an interest in the field of business.
 29

Table 3

Profile of the Respondents - Gender

Frequency Percent

MALE 6 21.4

FEMALE 22 78.6

Total 28 100.0

Table 4 shows respondents` monthly family income. As shown in the table, 46%

were having income that range between Php5,000.00 to Php10,000.00. This implies that

the respondents` monthly family income were almost below monthly minimum wage.

This may be due to the fact that most of the respondents` parents` educational level were

between Elementary level. Only 4% of the family income that ranges between

Php30,000.00 to Php35,000.00 can substantially support a number of four in the family.

This implies that only a few of the respondents` family income may have the chance to

have a business of their own in the future. Standard deviation reflects the widespread

distribution of the respondent of the respondents` family income. This signifies that the

respondents` family income is below the minimum wage.

 30

Table 4

Profile of the Respondents – Family Income

Family` Monthly Income Frequency Percent

Below Php5,000.00 11 39.3

Php5,000.00 - Php10,000.00 13 46.4

Php10,000.00 - Php15,000.00 1 3.6

Php15,000.00 - Php20,000.00 2 7.1

Php30,000.00 – Php35,000.00 1 3.6

Total 28 100.0

Mean Php 6,964.285

SD Php 5,153.080

Table 5 presents fathers` educational level of the participants. As shown in the

table, 36% were high school graduate, which is the lacking minimum requirement for

employment. This denotes that, the father of the respondents as head of the family, their

economic employability were low which may result to a lower family income. 4% of the

respondents have fathers` educational level of post graduate and college graduate. This

signifies that only a few of the respondents` father may have a higher income to sustain

family` needs but may others may also have a hard time sustaining their family`s need

since 4% of them were elementary graduate. Standard deviation reflects the widespread

distribution of the respondent of the respondents` educational level. This denotes that the
 31

respondents` father were of different educational level ranging from elementary level to

post graduate courses.

Table 5

Profile of the Respondents – Father’s Educational Level

Father`s Educational Level Frequency Percent

7 - Post Graduate 1 3.6

6 - College Graduate 1 3.6
5 - College level 3 10.7
4 - High School Graduate 10 35.7
3 - High School level 6 21.4
2 - Elementary graduate 1 3.6
1 - Elementary level 6 21.4
Total 28 100.0
Mean 3.39
SD 1.685

Table 6 shows mothers` educational level of the participants. As shown in the

table, 32% were high school graduate. This implies that the respondents` mother was

mostly plain housewives or maybe most of them will have work where high school

graduate is the minimum requirement. 21% of the respondents have mothers` educational

level of elementary level. This signifies that only a few of the respondents` mother can

help family` needs may also have a hard time sustaining it. Standard deviation reflects the
 32

widespread distribution of the respondent of the respondents` educational level. This

denotes that the respondents` mother were of different educational level ranging from

elementary level to post graduate courses.

Table 6

Profile of the Participants - Educational Level

Mother`s Educational Level Frequency Percent

7 - Post Graduate 1 3.6

6 - College Graduate 4 14.3
5 - College level 3 10.7
4 - High School Graduate 9 32.1
3 - High School level 3 10.7
2 - Elementary graduate 2 7.1
1 - Elementary level 6 21.4
Total 28 100.0
Mean 3.61
SD 1.812
 33

Problem 2. What is the academic performance of ABM enrollees in their junior high

school?

Table 7 shows that the mean general average grade of the grade 10 students is

85%. The maximum value is 92.75% and the minimum value is 75.00%. The result

implied that most of the students, 24 out of the 28 respondents, were not academically

prepared to be in the Accountancy, Business and Management (ABM) strand of the

senior high school because the students` academic performance were rated as

Approaching Proficient (AP) whose grades are ranging between 80 and 84 hence the

general average mean is 83%.

Table 7

Academic Performance of Grade 10 Students

Indicator Mean Standard Minimum Maximum

N=28 Deviation Value Value

General Average 83.6071 4.84236 75.00 92.75

 34

Problem 3. Is there a significant difference between National Career Assessment

Examination result and academic achievement?

Table 8 shows the correlation matrix between academic achievement and NCAE.

In this table, correlation coefficient is computed at -0.086, signifying an indirect weak

relationship between the student’s academic performance and NCAE results and with a

computed p-value of 0.665.

Table 8

Correlation Matrix between Academic Achievement (General Average) and NCAE

NCAE2 GA2
NCAE2 Pearson Correlation 1 -.086
p – value .665
N 28 28
GA2 Pearson Correlation -.086 1
p - value .665
N 28 28

Table 8 shows that there is no significant relationship between the student’s

academic performance and National Career Assessment Examination results, thus accepts

the null hypothesis.

 35

H0 : There is no significant difference between National Career Assessment

Examination (NCAE) result and academic achievement. This implies that the learning

competencies taught in the Academic subjects does not meet with the areas of the

learning competencies in the NCAE examination.

Problem 4. Are the students ready for the Accountancy, Business and Management

Strand in the Senior High School?

Table 4 shows the Academic Performance and National Career Achievement. As

shown in the table, only 4 out of the 28 respondents, whose grades are interpreted as

proficient (85-89) and advanced (90 and above) and whose preference in ABM is high,

are ready for the ABM strand in the Senior High School.

The result implied that these four students will be the one to excel in their chosen

strand, the Accountancy, Business and Management, since they have an equivalent

academic performance of proficient and or advanced. Students who earned advanced

proficient scores on the Algebra II and Writing tests had a greater chance of being

successful in their first year English and mathematics courses in college. Moreover,

students who earn advanced proficient scores on Virginia’s high school reading, writing,

and mathematics assessments have a high probability of enrolling and persisting in four-

year colleges (Virginia College and Career Readiness Initiative, 2012).

Likewise, students with higher ACT Engage College scores, based on the mean

percentile scores of ACT Engage scales Academic Discipline, Commitment to College,

and Social Connection, remain enrolled in a postsecondary institution after the first year
 36

of college at substantially higher rates than students with lower ACT Engage College

scores (ACT, 2014).

Table 9

Academic Performance and NCAE – Cross Tabulation

NCAE

Academic Achievement LOW MODERATE HIGH Total

DEVELOPING 1 3 0 4

APPROACHING
General PROFICIENT 1 2 3 6
Average
PROFICIENT 4 8 3 15

ADVANCED 0 2 1 3

Total 6 15 7 28
 37

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study which includes the findings,

conclusions, and recommendations based on the problems presented.

This study determines the grade 10 students to enroll in Accountancy and

Business Management Enrollees based on National Career Assessment Examination

(NCAE) result and Academic performance of Molugan National High School in the

Division of El Salvador City during the second semester of the school year 2015 -2016. It

involved Grade 10 students under K to 12 curriculum whose preferred academic strand in

senior high school is Accountancy and Business Management (ABM). There were 28

participants.

This study made use of the descriptive method of research. The instrument used to

gather data are the National Career Assessment Examination (NCAE) result and the

Academic Performance of the respondents. The analysis of data made use of statistical

procedures such as frequency, percentage, cross tabulation and Pearson correlation.

Findings:

1. Most of the respondents` were below 18 years old.

2. Most of the respondents’ parents’ educational level were between elementary

level and high school graduate.

3. The estimated family income of half of the respondents` was between

Php5,000.00 to Php10,000.00 monthly.

 38

4. The mean general average grade of grade 10 students is 83%. The maximum

value is 92% and the minimum value is 75%.

5. As a whole, there is no significant relationship between the student’s academic

performance and National Career Assessment Examination (NCAE) results. The

areas of competencies taught in some academic subjects like English Math and

TLE does not meet with the areas of competencies in the National Career

Assessment Examination (NCAE). And there were only 4 out of the 28

respondents, whose grades are interpreted as proficient (85-89) and advanced (90

and above) and whose preference in ABM is high, are ready for the ABM strand

in the Senior High School

Conclusion

Based on the findings of the study, the researchers concluded that learners`

learned through an active, contextualized process of constructing knowledge based on

personal experiences of their environment. Thus the importance of basic education plays

a significant role of the students to enroll in Accountancy, Business and Management

(ABM) strand in the senior high school. Piaget believes that a constructivist classroom

must provide a variety of activities to challenge students to accept individual differences,

increase their readiness to learn, discover new ideas, and construct their own knowledge.

In order to know the readiness of the students for senior high school, there is a

need to consider Edward Thorndike`s Law of Readiness or the Law of Action Tendency,

where learning takes place when an action tendency is evoke through a preparatory
 39

adjustment set or attitude. If a learner one is not prepared to learn or does not have the

basic and concrete knowledge of a particular area of discipline such as the Accountancy,

Business and Management (ABM) strand then learning cannot be automatically instilled

in the learners` mind.

Recommendations

Based on the results of the study, the researchers would like to make the

following recommendations:

1. Teachers. They should prioritize school activities that will lead and guide

individual learners to be ready on the track to choose from in the senior high

school program. Likewise they should introduce materials both hard copy and

softcopy especially those that relates to the enhancement and discovery of

learners` strength and weaknesses on a variety of subjects taught in junior

high school.

2. Parents/Guardians. They should support their children in any school related

activities and projects given by the teachers to enhance their skills because the

attitudes and support communicated by parents matters to a learner.

3. Curriculum Makers. They should develop a variety of career related materials

that provide students to be ready in senior high school with specialist courses
 40

and, at the same time, give students experience at using the subject they are

good into across the curriculum and to determine the need of focusing more on

basic and core competencies in the Accountancy, Business and Management

(ABM) strand. They should review and remove activities that would lengthen

the load of the said subject area.

4. Policy Makers. They should formulate a policy that will enable educators to be

always updated and state-of-the-art computer technology, updated textbooks

and reference books, and suitable learning environment.

5. School Administrators/School Heads. They should prioritize the importance

of being ready to senior high school both to learners and educators (Edward

Thorndike ,1874 – 1949) thus incorporating it in all subject areas where most

topics requires visual multi-media materials.

6. Future Researchers. They may replicate this study in order to compare results

in other school divisions and use the result of this study as a reference.
 41

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