LEVEL OF LEARNING: CHALLENGES FACED BY SELECTED

GRADE 12 STUDENTS INVOLVED IN ORGANIZATIONS OF

ARELLANO UNIVERSITY

A Research Paper Presented to Humanities and Social Sciences Department of

Arellano University-Andres Bonifacio Campus

In Partial Fulfillment of the

Requirements for Grade 12 Humanities and Social
Sciences ( HUMSS ) Strand

By

VILLEGAS, CEDREX
BUANJUG, JAY
GABRIEL, DOMINIC
LORESCO, ALEAH MARIEL
MAGNO, ANDREA MARIE
ORILLO, JERVIN
RESUS, MARK LESTER

December 2022
ACKNOWLEDGEMENT

First and foremost, praise and appreciation to God, the Almighty, for His

abundant blessings on our research work, which enabled us to successfully conclude

the study.

The researchers would like to convey their heartfelt gratitude to Ms. Mary

Jane Villanueva, practical researchadviser, for her patience and advice throughout

this study. Working and studying under her direction was a great honor and

privilege.

The researchers are also overjoyed and appreciative for their parents' and

friends' love, patience, prayers, and sacrifices on our behalf.

Finally, the researchers would like to express their gratitude to the

respondents from Arellano University Pasig- Bonifacio Campus. despite the

difficulties we all face in this pandemic, for accepting and assisting us in this

successful study.

This research paper is humbly and sincerely dedicated to all of you! Thank

you and God bless.

 Table of Contents

Chapter I: The problem and its Background

Introduction.....................................................................................................….. 6

Background of the study ...................................................................................… 7

Setting of the Study ................................................................................................8

Theoretical Framework..................................................................................… ....9

Conceptual Framework..........................................................................................10

Statement of the Problem ....................................................................................11

Assumptions..........................................................................................................12

Hypothesis.......................................................................................................… 12

Significance of th Study.......................................................................................12

Scope and Delimitation...................................................................................… 13-14

Definition of Terms.............................................................................................…14

Chapter II: Review of Related Literature and Studies

Local Literature................................................................................................15-18

Foreign Literature........................................................................................… 18- 21

Local Studies..................................................................................................… 21-23

Foreign Studies ..........................................................................................23- 24

Chapter III: Decision and Research Methodology

Research Design...............................................................................................25

Description of Participants .............................................................................26

Sampling Technique.........................................................................................26

Research Instrument.................................................................… .... ..........27

Data Gathering Procedure..........................................................................… 27-28

Validation of Instrument.................................................................................28
Statistical Treatment.........................................................................................28-31

Chapter IV: Presentation, Analysis and Interpretation of Data

Table 1. .................................................................................................… 32- 33

Table 2...................................................................................................… 33- 36

Table 3. .....................................................................................................36- 39

Table 4......................................................................................................39- 42

Table 5......................................................................................................42- 47

Chapter V: Summary of Finding, Conclusion and Recommendations

Summary of Findings..................................................................................48-50.

Conclusion......................................................................................................50-51

Recommendations............................................................................................52-53
 CHAPTER 1

                          THE PROBLEM AND ITS BACKGROUND

This chapter includes the Introduction, Background of the Stufy, Theoretical

Framework, Conceptual Framework, Statement of the Problem, Hypothesis,

Assumption, Significance of the Study, Scope, Limititation, and Delimitation of the

Study, and Definition of Terms.

Introduction

Student organizations encourage students to undergo cognitive and affective

changes. Involvement in extracurricular activities has benefits beyond classroom

learning. Outcomes associated with participation in student organizations include

cognitive development or higher intellectual process such as critical thinking,

knowledge acquisition, and decision-making, as well as personal or affective

development of attitudes, values, aspirations, and personal disposition. Even so, some

student organizations affect student learning negatively, while others assist in the

promotion of cognitive development. The fact that student organizations are volunteer-

driven is one of their most intriguing features. They do not exist based on salary, nor

do they sign contracts that bind member commitment to their organization alone, and

so forth.

However, these students who are involved in organizations are still in

organizations, and as such, learning challenges are faced by students in organizations,

namely: cognitive challenges, becoming an active learner, coping with reading

materials, instructional problems, and time management.

According to ( Astin, 1999), a student who invests a lot of time and energy into

their studies, is actively involved in school organization.  This study investigated by

the researchers to examine adequately the function of the students organization by

enhancing and fostering the acquisition of the knowledge, skills, amd competencies of

the student. And lastly, this research will be determined and anchored on the

challenges faced by selected grade 12 students involved in the organization of

Arellano University - Pasig and provide insight into how students are being prepared

for different challenges.

Background of the study

There are a lot of students who are suffering from managing their time for

doing their academic curriculum and their extracurricular activities, and also some of

the students in Arellano University joined the school organization activities including

the Supreme Student Government (SSG). This study focuses on the hardship of the

students who joined the organization of the Arellano University in Pasig Campus, and

it also talks about the challenges that the students faced before and after they join a

different kind of organization held at Arellano University.

This study also aimed to determine what are the purpose of the students for

joining the organization they want to be involved in. Every student has their potential

to showcase by joining some organization in School, and also they’re able to develop

their potential by joining those organizations in the school. The school has the

responsibility to support and recognize the potential that the students have (Dima

Krisna Wiedarjati and Ajat Sudrajat 2021). And according to the Wikibooks org.

(2021), many students encounter a common set of organizational problems. These

organizational problems describe the student organizations face including problems

with membership, planning for events, leadership, and communication.

Setting of the Study

This research will be conducted at the Arellano University Andres Bonifacio

Campus in the Philippines. Arellano University was founded by Florentino Cayco, Sr.

in the year 1938. Cayco, the first Filipino Undersecretary of Public Instruction and an

educator, founded the institution with the intention of making it into a law school.

Arellano Law College opened its doors for the first time in 1938 in Manila,

the Philippines. It was named after Cayetano Arellano, the first Filipino chief justice,

and was a well-known school at the time. Arellano University was one of the most

prestigious educational establishments at the time and continues to be so today. It gives

a traditional law degree that can be finished in four years. Many famous people in law

and public service have graduated from this school. As of the year 2021, a total of 142

people had successfully completed the bar exam.

The dramatic image of American marines hoisting the Stars and Stripes atop

Mount Surabachi served as the model for the Arellano University seal. Vicente

Manansala, a master craftsman, created the seal.

Theoretical Framework
 This study was patterned by Western Kentucky University. A student's

involvement on campus has an overall impact on their lives throughout their academic

journey. According to Astin's (1984) Involvement Theory, students must be actively

engaged on their campus for maximum growth and learning. A student's level of

learning and personal development is directly related to the quality and quantity of his

or her involvement on campus. The student years are about more than just books and

seminars.

This wonderful time will help with the transition to adulthood. Students learn

how to live alone or with roommates, balance study and housework, and network with

professors and colleagues. They can also join a student organization on campus if they

wish. However, selecting one of the many groups to spend years with is an important

decision (Amanda Wilk, 2020.) There is no going back once you join a student

organization.

You will almost certainly be required to attend weekly and monthly meetings

and contribute your time and energy to any available projects. Because these activities

will have a significant impact, particularly outside of campus, many students feel

compelled to attend to their projects at the expense of their studies. This means that if

you join such an organization, you will almost certainly have to sacrifice more

personal and study time. This risk is associated with prioritizing extracurricular

activities over academics. As a result, your involvement in lectures and student

organizations will grow, but time pressures may force you to make sacrifices.

Conceptual Framework

INPUT PROCESS OUTPUT

A. Demographic profile of
the selected Grade 12
Students involved in
Organizations of
 Figure 1: Conceptual Framework

This study supervises the conceptual framework whereas, the demographic

profile of selected senior high school students involved in organizations of Arellano

University- Pasig according to sex, organization and socio-economic status described

as low, medium and high are the input. The data collection of student’s profile,

statistical analysis of data is the process. The output of this study is toTo give

recommendations to resolve the Challenges Faced by Selected Senior High School

Students Involved in Organizations.

Statement of the Problem

This study aims to know the Challenges Faced by Selected Grade 12 Students

Involved in Organizations of Arellano University - Pasig during the school year of

2022-2023. Specifically, this research aims to sought answer to the following

questions:

1. What are the challenges faced by selected Grade 12 Students Involved in

Organizations in terms of:

1.1 Sex

1.2 Socio-economic status

2. How do the selected Grade 12 students have a hard time involving in organizations

in terms of:

2.1 Sex

2.2 Socio-economic status

3. Do different hindrances of the selected Grade 12 students affect their lives? And

how that hindrances affect involvement in organizations in terms of:

3.1 Sex

3.2 Socio-economic status

4. What recommendations can the researchers give to resolve the Challenges Faced by

Selected Senior High School Students Involved in Organizations of Arellano

University - Pasig?

Assumptions

This study focused on challenges faced by selected Grade 12 students involved in

organizations of Arellano University. Researcher made the following assumptions:

1. The researchers assumed that this study will assist students in dealing various

challenges.

2. The researchers assumed that they would learn about the respondents’ challenges

related to their involvement in organizations.

3. The researchers assumed that the respondents would be sincere in answering the

questions.

4. The researchers would learn that their respondents thoughts about their facing

challenges.

Hypothesis

There is no significant relationship between sex, and socio-economic status in the

challenges faced by selected Grade 12 students involved in organizations of Arellano

University - Pasig.

Significance of the Study

This study aimed to prove that it is relevant in the field of education because of the

importance and creditworthiness of this topic. This will help certain groups and

organizations in the following people:

To the Students. The result of the study may help them to develop and improve their

critical thinking skills, development, proper mindset, decision making etc.

To the Teachers. The result of this study may help them to analyze, to clarify, and to

give some consideration to the students who are involved in organizations in school. 
To the Parents. This research will help all the parents that served as the most

influential people in a family. The result of this study can help them to analyze their

status, how to reduce the challenges faced by their childs.

To the Organizations in Schools. The findings or result of this study can be used to

analyze the students who involved their organizations.

To the Future Researchers. The result of the study may help them to develop or to

improve their upcoming research titles related to it. 

Scope, Limitation, and Delimitation

This study aims to determine the problems and hardships faced by the students

by joining some of the organizations on Arellano University Bonifacio Campus.

The researchers chose the senior high school students specifically the students

in the 12th grade of Arellano University Bonifacio Campus, who will be responsible

for the investigation made by the researchers. This study limits its coverage on the

students of Arellano University Bonifacio Campus specifically the grade twelve (12)

students that have a total population of six thousand and ninety- three (6093), but it's

only conducted among the selected students of grade 12 students at Arellano

University Bonifacio Campus.

In the selected strand of Grade 12, the researchers selected three (3) strands that

will be Humss, Abm, and Stem strand, in each strand the researchers will accumulate

each one hundred twenty-five (125) respondents in totality there will be three hundred

seventy- five (375) to answer the survey questions to determine the challenges faced

by selected grade 12 students involved in organizations of Arellano university - Pasig

during the school year of 2022-2023. Use slovin's formula for the sample size.
 The involved respondents are the students who joined the organization and

some curricular activities in Arellano University Bonifacio Campus. Therefore, the

researchers will review the response of the selected students who are part of the

organization and curricular activity of Arellano University Bonifacio Campus.

Definition of Terms

For the purpose of clarification, the researchers use the conceptual definition

for the important terms used in this chapter that have been defined.

The following terms are:

Cognitive. Involving conscious intellectual study.

Curriculum. The total number of academic programs offered by a school, university,

or other institution.

Demographic. The act or process of knowing; perception.

Extracurricular. Not part of the standard course offerings or curriculum.

Intriguing. Arousing great interest or curiosity.

Prestigious. Having a high reputation; honored; esteemed.

Socioeconomic. Of relating to, or signifying the combination or interaction of social

economic factors.

University. An educational institution where students for degrees and where academic

research is done.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

 Presented in this chapter are the relevant local and foreign literature as well as

studies that the researchers considered in strengthening the importance of the present

study. It additionally includes data, facts, judgments, and an accumulation of concepts

to fully understand the research for better comprehension of the study.

Local Literature

Participation in student clubs and organizations is a standard procedure in

colleges and universities. A valuable platform for students' personal growth

(McCluskey-Titus, 2003). Various university and college students join student

organizations for a variety of reasons, not only for fun. The student also desires to

acquire the necessary abilities, information, and skills for their career. Researchers

asserted that engaging in supplementary activities. There is no doubt that classroom

learning contributes to the development of abilities, knowledge, and improved

interpersonal relationships (Hood, 1984; Martin, 2000). It's crucial to realize that

student organizations aid in instructing and preparing students to investigate how these

organizations help people prepare for their vocation. Furthermore, studies have

demonstrated the impacts of engaging student clubs and organizations fostering student

growth (McCluskey-Titus, 2003). Assessing what student organizations provide

opportunities for learning and criticism among individuals and supporting the value of

the services and programs provided. This assists with showcasing the benefits of a

specific program or service that a student provides to organizations. However, these

findings or discoveries could be applied to enhance services and programs

(McCluskey-Titus, 2003). The main objective of education is to empower folks who

are in good bodily and mental health and who effectively contribute to society.
Another one of education's major purposes is to establish an atmosphere that enables

students to develop perpetually as individuals full person, whether physically,

mentally, and sociologically, as well as to find happiness and productive people who

take an active interest in activities with others (Yeşilyaprak, 2013). Humans are social

creatures, so it is thought a condition for individuals engaging in social Through

communicating, providing assistance, demonstrating respect for one another, and being

mutual acceptance of one another.

Moreover, recent studies have sought to explain why engagement is an

outcome variable by treating it as such. The degrees of engagement inside schools vary

(Finn and Voelkl, 1993; Johnson et al., 2001; Lee and Smith, 1993). Lee and Smith

(1993) discovered negligible effects of school restructuring, including heterogeneous

grouping, lowering the amount of subject-area departments in schools, and

implementing team teaching levels of pupil involvement. Attendance, according to

Finn and Voelkl (1993), was less reliable and at-risk. Johnson et al. (2001) also looked

at the contextual or compositional impacts connected to school mean. GPA and the

proportion of students at the school who identify as members of their race or ethnicity

It's called contextual Impacts refer to the effects of a classroom or school's overall

qualities in the literature. for example, the impact of typical socioeconomic position or

ability on student results, over and above the consequences related to students' unique

personal traits (Willms, 2001). In 2001, Johnson et al. Racial and ethnic diversity has

minor but considerable implications on attachment levels (sense of belonging),

although there were no noticeable impacts for involvement (skipping school, paying

attention in class, doing homework). However, they did discover a high correlation

between involvement levels and the mean grade-point average standard for the school.
Rumberger (1995) also reported significant contextual influences: if they attended

schools with a large proportion of minority pupils, they had a higher chance of

dropping out or a poor socioeconomic status on average. Therefore, the typical

socioeconomic status of participants in this study ranges from. The school has an

impact on students' engagement in addition to the consequences linked to students’

behaviors and family ancestry. Contextual factors have been demonstrated to have

significant impacts on students’ academic performance in several of studies on

schooling have been conducted (Gamoran, 1992; Willms, 1999a), including the first

global study for the PISA (OECD, 2001a). They are significant because they

demonstrate that when students are divided by socioeconomic status and placed in

various schools or educational programs, pupils with Poorer results are more common

among people from underprivileged origins.

Furthermore, the fact that joining student organizations might be distracting is a

major disadvantage. A student will become quite sidetracked from their studies if an

organization doesn't make them interested in them. Due to the social character of

campus groups, students can spend too much time with friends rather than studying or

completing their assignments. On the other hand, if helpful and good, some campus

organizations can be the exact opposite. In truth, bullying and hazing play a significant

role in several organizations. This hazing can cause a student great emotional and

bodily harm, not to mention the damage it can do to their self-esteem. While it's

important to recognize that not all organizations have a hazing or bullying culture, it

may be helpful to do some research before joining one {Sunil Pandey, 2014}. No

matter how many benefits there are to participating in school clubs or activities, there

are also drawbacks. Participating in clubs or extracurricular activities at school would

make it difficult for us to manage our time well. We strayed too far from the revision's

emphasis and the clubs' priorities. Students won't have enough time to complete their

assignments or go over their lessons if they spend the majority of their time with the

club. As a result of bad time management, people are unable to obtain decent credit.

The second drawback is that taking part in clubs or other school activities will interfere

with our ability to study. Rather than holding a Group meeting, they should

concentrate on their revision. There are times when we join those activities or

organizations provided by the school, and our concentration on our studies gets weak.

They can work successfully with that object when they maintain their attention on just

that one issue. Therefore, individuals are unable to accomplish both tasks efficiently

when they add another thought, such as a club or activity at school. Their inability to

spend enough time with their family is a major drawback. Since most students study

Monday through Saturday, they only have one day to spend with their families. How

will kids have time to spend with the family if they join a club or activity at school on

the weekend? Additionally, this case widens the chasm between them and their

families even further {Tenh-or-Sell, 2015}.

Foreign Literature

Student Organization Involvement will provide insights on the perceived value

of extracurricular leadership experiences to students' perceptions of leadership

achievement by examining the involvement of students in student organizations to that

of students who chose not to participate. Background information for the research

hypotheses will be provided through a review of the literature on co-curricular

involvement and leadership qualities (Lois J Smith, 2015). Similarly, students can

experience cognitive and behavioral leadership learning when they are given the
chance to work on real challenges and obstacles in safe circumstances with enduring

support from others, such as professors and staff advisers (Hackman & Wageman,

2007). Student organization activities give students the opportunity for peer

engagement and leadership responsibilities that serve as a basis for leadership training,

therefore they provide this particular experience for development (Haber, 2011).

The study's findings led to the conclusion that, given the important role of

student organizations' existence, its emphasis on certain student-related issues was also

rather limited. The findings also show that the institutional groups' inadequate

influence on the educational process is a result of their conflicts with one another and

obstruction with university administration, as well as their considerable positional

authority. Finally, several recommendations are made to help organizations enhance

their organizational efficiency. For the study to be strengthened, more significant, and

evocative, it required the use of fresh academic resources (Adil Mohammed Noori,

2019). Journal of scholarly research published internationally The contexts "Leading,"

"Ambition," and "Organization Performance" have all been studied extensively on

their own, but until recently, no conceptual framework combining these three ideas has

been developed. The author has attempted to create a conceptual framework that links

these three variables, particularly in the setting of higher education. These three factors

have quite different effects on service organizations than they do on manufacturing

organizations. The conceptual framework created in this research has investigated the

relationship between Academic Leaders, Students' Educational Motivation, and

Organization Performance in the setting of Academic. Journal of scholarly research

published internationally. The contexts "Leading," "Ambition," and "Organization

Performance" have all been studied extensively on their own, but until recently, no
conceptual framework combining these three ideas has been developed. The author has

attempted to create a conceptual framework that links these three variables, particularly

in the setting of higher education. These three factors have quite different effects on

service organizations than they do on manufacturing organizations. The conceptual

framework created in this research has investigated the relationship between Academic

Leaders, Students' Educational Motivation, and Organization Performance in the

setting of Academic. This methodology can help university policymakers and

administration better manage their personnel and inspire them by utilizing a variety of

motivators. As a result, the administration and students can work together to improve

university performance (Louise Ainscough et al, 2018).

According to Welsh, et al (2021), the idea that schools are knowing

organizations offers a way to potentially address the urgent problems with school

reform in the USA. Few are renowned including how an organization responds to

contexts that are having to learn in their mission to enhance schools, despite the fact

that school and district administrators take an important role in establishing and

maintaining the conditions for a learning organization. The purpose of this study is to

investigate how district and school leadership and educational institutions as gaining

knowledge organizations interact. The idea of schools as learning organizations and the

difficulties in establishing and maintaining the conditions and procedures necessary for

school improvement are the main topics of discussion. Acknowledging the wide

number of student organizations, the depth of extracurricular activity, the impact these

activities had on students' leadership abilities, and the leadership qualities and abilities

that students reported for themselves. Researchers wanted to explore the effects of the

organizations more deliberately and consciously because they have a significant impact
on the daily lives of the student on their campus. As a basis, they gave participating in

student organizations significant attention. (John Chenoweth, 2015)

Local Studies

According to (Maria Roxanne S. Dela Cruz and Laurice L. Mandaing 2015) the

study is all about the participation of regular students in organizations' involvement on

modern university campuses as an opportunity for them to maximize their talent, and

leadership, and exceed their learning from time to time. Their study is focused on how

to manage the students in organizations at the modern university despite having

hindrances and challenges to predict the effects of educational outcomes. Researchers

at Southern Luzon State University calculated the degree of participation in student

organization activities and the potential impact this involvement may have on a

student's academic success. The activities of organizations increase their overall

progress and the recommendation of the selected students to limit the number of

organizations they participate in. The weighted mean and mean Pearson's were used in

the data analysis to see if there was a significant relationship between the

organizations' activities and students' academic performance. And the discovery of

findings on a student's activities participation between academic and non-academic

calculated r of .251 and .219, respectively, for the first and second semesters.

As stated by Jeffrey Lucero (2021). His research study revealed the

satisfaction of students with the services of the supreme student government for an

action plan on improving the services of SSG. Results show that the SSG operates

satisfactorily in terms of forming values, promoting students' rights and welfare,

promoting a child-friendly atmosphere, and recognizing and nurturing students' skills

and talents. Rather, satisfaction is very incredibly inadequate in terms of fostering

pupils' academic excellence. The view of the other school stakeholders regarding the

SSG's services was not extensively covered in the study. The participants' profiles and

responses did not significantly influence his assessment of their significance.

As studied by Ruby Jean and Maria Vinice (2020), their research outlined the

challenges and coping mechanisms faced by elementary school administrators when

implementing the K to 12 program. To acquire the information required to highlight

the challenges and coping mechanisms faced by elementary school administrators

during the K–12 implementation in the Philippines, key informant interviews were

used in qualitative phenomenological research. Future studies based on the findings of

this study could explore additional school administrators', instructors', and students'

experiences with the K–12 curriculum. Based on findings, Insufficient learning

resources, a lack of orientations and training, poor-quality materials, and increased

workload were all reported by participants. Despite the obstacles, school administrators

find ways to improve their existing condition, including by implementing creative

strategies, social support networks, and personal coping mechanisms.

In order to connect the study to this research, it explains that being a student

has many responsibilities for them to cope with. It causes them hardship to manage

their time and to fix their studies as a student. Being a student and a member of one

organization at school is not easy, especially when they also have a responsibility as a

son or daughter to their parents and at home. Knowing that organizational activities in

school have so many activities for the students to do, it simply means that the students

who are a part of that organization need to cope with the time and the responsibility as
student members

Foreign Studies

According to (Harper & Quaye, 2007), student organizations give members the

chance to learn or strengthen important communication skills, give them the chance to

interact with others of diverse ethnic origins, and support and care for those who are

less fortunate. Reported that participation in campus life and extracurricular activities

are good for developing students' cognitive and affective skills (Graham and Gisi,

2000). Abrahamowicz (1988) concluded that a college student's growth can be

significantly impacted by involvement in student clubs and activities. Additionally,

during in-depth interviews, student leaders of extracurricular activities stated that

having leadership responsibilities had a positive impact on their future professions,

academic success, and skill development. (Logue, Hutchens & Hector, 2005). Astin

(1984), argued that different students exhibit varying degrees of involvement in a

particular situation for varying reasons.

It has been demonstrated that participation in clubs and organizations positively

correlates with a number of psychosocial development domains. In particular, college

juniors who are involved in student organizations perform better than non-members in

terms of things like academic autonomy, career planning, lifestyle planning, and

participation in culture (Cooper et al., 1994). Studies already conducted on

involvement in higher education point to the need for more study on student

involvement in clubs and organizations—not because of what has been learned from

previous studies, but rather because of what has not been investigated (Cooper et al.,

1994). Futhermore, numerous involvement studies have examined student involvement

in a wide range of contexts, including dorm life, employment, athletics, and

extracurricular activities (Martin, 2000). As stated by (Gellin, 2003), various

overviews highlight the need for more research in these areas as well as offering useful

information regarding higher education. Researchers should direct their investigations

to discover the impact of particular types and levels of involvement rather than

concentrating on "extracurricular activities," a word that encompasses many aspects of

campus life.

In the end, it appears that being involved in student organizations has a strong

correlation with psychosocial development, particularly in terms of students' defining

and clarifying their purpose, involvement in school, planning their future careers,

managing their personal lives, and participating in their cultural activities. It is clear

that college students who participate in clubs and groups also show higher levels of

development in many areas, even if this link may be either unidirectional or mutually

reinforcing (Foubert, & Grainger, 2006). This conclusion emphasizes how important it

is to make these opportunities widely accessible on college campuses. The study's

clearest conclusion is that student affairs professionals should offer chances for

students to get involved and should motivate them to do so (Foubert, & Grainger,

2006).  The development of competences, mature interpersonal relationships, cultural

engagement, career planning, life management, and educational involvement are all

favorably correlated with club and group activity (Foubert, & Grainger, 2006).

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

 This chapter concentrates on the discussion of the research methods and

procedures adhered to by the researchers to answer systematically the specific

problems posed for investigation. Specifically, the research method, description of

participants, sampling techniques, and research instruments are which will be used in

the study. This likewise includes data-gathering procedures, validation of instruments,

as well as statistical treatment.

Research Design

Research design is the researcher’s plan of how to proceed to gain an

understanding of some group or some phenomenon in its context Ary (2010: 426.) This

study used descriptive research method. Because According to Walliman (2011),

descriptive research involves making observations while gathering data. The

researchers used this method to answer the inquiry; what are the challenges faced by

selected Grade 12 students involved in organization of Arellano University Bonifacio

Campus. Aside from that, Nassaji (2015) also states that descriptive research aims to

identify and categorize the phenomenon. In addition, Williams (2007) asserts that

descriptive research is a form of inquiry that can ascertain the context of present

phenomena. Descriptive research utilizes the current state, situation, or condition of a

particular set of identified variables. It is used to assess and discussed contemporary

phenomena.

Description of Participants

The chosen respondents for this research are the selected Grade 12 students of

Arellano University in Bonifacio Campus. All the students who join the SSG or other
curricular activities that are held at Arellano University Bonifacio Campus are allowed

to make responses, to any strand of the respondents such as the Humanities and Social

Sciences (HUMSS), Accountancy, Business and Management (ABM), Science

Technology, Engineering and Mathematics (STEM). They're chosen by the proponents

since the needed respondents are the ones who have the experience to join the SSG

organization or the extracurricular activities at Arellano University - Bonifacio

Campus year 2022-2023. The ages of the respondents must be 17 to 18 reason that

most of the students at the age of 17 to 18, they're the students had the experience to be

part of the organization of the schools.

Sampling Technique

In this study, the purposive sampling technique was used to conduct data,

which is a type of non-probability sampling in which we researchers choose members

of the population to participate in our survey based on our discretion. In connection

with this, the researcher's target respondents limit their coverage to the selected

students of Grade12 Arellano University Bonifacio Campus. The researchers assume

that these conditions will make it simpler to collect data.

Research Instruments

This chapter contains guidelines for researchers planning to conduct surveys

and use questionnaires as tools for collecting data Shofiqur, et al (2022). The

discussion of the purpose, traits, and varieties of questionnaires, their applicability,

advantages, and disadvantages, as well as the caliber of the researcher utilizing the

survey, is based on the authors' experience with survey questionnaires. This chapter

seeks to give readers a better understanding of how survey questionnaires should be

used, how they are constructed, and how to encourage respondents to participate

voluntarily in surveys. That is why in this research the researchers used survey via

google form of collecting data about the challenges faced by selected Grade 12

students involved in the organization of Arellano University Bonifacio Campus S.Y

2022-2023. Furthermore, surveys via google form as an instrument to help the

researchers to identify the challenges faced by the selected Grade 12 students by

joining the organization of Arellano University Bonifacio Campus.

Data-Gathering Procedure

The process for gathering the data procedure "involves methodically gathering

information and recording it in such a way that it can be stored and examined by the

researcher". The researchers invested their time, coordination, and effort fullness in

creating survey questionnaires that would serve the potential participants or

respondents. The survey was conducted utilizing relevant questions that connect to the

statement of the problem and specific questions are developed by the researchers.

The researchers are unable to distribute the survey questionnaires to the

respondents due to Arellano University Andres Bonifacio Campus's strict protocol.

The survey questionnaires are formulated using Google Form, and they will be made

accessible via messenger and other social media channels. The researchers will

accumulate one hundred twenty-five (125) students in each strand of Humss, Abm, and

Stem in totality there will be three hundred seventy- five (375) from the Arellano

University Andres Bonifacio Campus in Grade 12 will respond to the questionnaire.

Twenty (20) interrelated questions from a survey guide questionnaire were used by the

researchers to collect data for the study, which is a study entitled "Challenges Faced by

Selected Grade 12 Students Involved in Organization of Arellano University Bonifacio

Campus S.Y 2022-2023".

Validation of Instruments

To confirm the relevance and coherence of the research questions, the

researchers sought the advice of their subject teacher. The said subject teacher is Ms.

Airah Mae Hernandez, a licensed senior high school teacher, 21st century, and English

major teacher. The research questions were presented to Ms. Airah Mae Hernandez to

further help the researcher in polishing the questionnaire before the distribution of the

instrument.

Statistical Treatment

Statistical Treatment of Data is important in research because it assists

researchers in collecting, tallying, evaluating, and interpreting data in numerical form

provided by research respondents.

In this quantitative research, the researchers used various statistical tools to

analyze the information gathered from the survey questionnaire distributed to

respondents. The use of these statistics was deemed appropriate given the nature of the

problem and the data collected. The researcher used this as a formula to recognize the

percentage of Grade 12 students in Arellano University, Andres Bonifacio Campus

S.Y 2022-2023 that the Level of learning: Challenges faced by selected students
involved in organizations and to reach a conclusion on how many students are having

difficulty participating in the organization.

Frequency and Percentage

The percentage and frequency distributions were used to classify the

respondents according to personal background variable such sex and age.

P = (f/n) x 100

Where:

P = Percentage

f = Frequency

n = number of cases or total sample

Slovins Formula

The Slovins formula was used to get the 95% of the respondents and the 0.05 is

the margin of error.

N
n? = 1+ Ne 2

Whereas:

N = Population

n = Sample Size

e 2 = 0.05 (5%) MARGIN OF ERROR

Weighted Mean
 This technique was used to determine the average responses of the different

option given in the parts of the questionnaire used. The method used in connection

with the Likert scale. 27

X = ∑xw /∑w

X = weighted mean

x = measurement value

w = number of measurements

Likert Scale

This method assigns one scale value to each of different response. To analyze

responses to a Likert scale, each category is assigned a numerical value such as least

Very Agree, which is equal to 5 Very Disagree which is equal to 1. The total assigned

will be determined by weighted mean. The scoring system for each item must be the

high score consistently reflects a favorable response and a low score consistently

reflects an unfavorable response.

Point of Scale

Scale Mean Verbal Interpretation

4 3.50 – 4.00 Stongly Agree

3 2.50 – 3.00 Agree

2 1.50 – 2.49 Disagree

1 1.00 – 1.49 Strongly Disagree

 Pearson r

The researcher used this statistical treatment to determine the relationship of

the blended classroom setting and the performance of the students.

r=N∑
xy −(∑ x ¿)(∑ y)
¿
√¿ ¿ ¿

Where:

N = number of pairs of scores

xy = sum of the products of paired scores

x = sum of x scores

y = sum of y scores

x 2 = sum of squared x scores

y 2 = sum of squared y scores

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 This chapter includes the representation of data in line with the research, the

survey respondents' data presentation, analysis, and interpretation and it will discuss

the importance of the study's responses.

1. Demographic Profile of the respondents

Table 1.1: DISTRIBUTION OF RESPONDENTS DEMOGRAPHIC

PROFILE IN TERMS OF SEX

N= 375

Respondents Frequency Percentage

Male 196 52

Female 179 48

Total 375 100%

Overall distribution of responders by sex is displayed in Table 1.1. The sex of

the majority respondents are the male with the total frequency of one hundred and

ninety six (196) and has the percentage of fifty two percent (52%) and followed by the

female respondents with the total frequency of one hundred and seventy nine (179)

with a percentage of fourty eight percent (48%) of the total population.

Table 1.2: DISTRIBUTION OF RESPONDENTS DEMOGRAPHIC PROFILE

 IN TERMS OF SOCIO- ECONOMIC STATUS

N= 375

Socio economic status Frequency Percentage

50,000 - above 22 5

49,000 - 30,000 89 24

29,000 - 20, 000 149 40

19,000 - below 115 31

TOTAL 375 100%

As the Distribution of respondents demographic profile is shown in the table

1.2, the 29,000-20,000 economic status has the highest percent with the percentage of

fourty percent (40%) and the lowest socio economic status has the percentage of five

percent (5%) is the 50,000 above.

2. What are the challenges faced by selected Grade 12 Students Involved in

Organizations.

Table 2.1 Is it difficult for students who are involved in school organizations to follow

the standard schedule and protocols in school because students usually stay up late at

night and have difficulty getting up in the morning?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 276 2.94 Agree

Agree(3) 73 0.58 Strongly Disagree

Disagree(2) 17 0.09 Strongly Disagree

Strongly Disagree(1) 9 0.02 Strongly Disagree

Total 375

Majority of the respondents strongly agreed with the question number 1 with

the percentage of two point ninety four percent (2.94%), zero point fifty eight

(0.58)answered agree, zero point nine (0.09%) answered disagree, and zero point

two(0.02%) answered strongly disagree.

Table 2.2 Is it difficult for students who are involved in school organizations to stay

organized?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 86 0.91 Strongly Disagree

Agree(3) 227 1.81 Disagree

Disagree(2) 56 0.29 Strongly Disagree

Strongly Disagree(1) 6 0.01 Strongly Disagree

Total 375

Second question shows that the respondents majority answers are agree with

the percentage of one point eighty one percent (1.81%), followed by strongly agree

with the percentage of zero point ninety one (0.91), zero point twenty nine percent

(0.29%) answered disagree, and zero point one percent (0.01%) answered strongly

disagree.
 Table 2.3 Is it difficult to deal with both extracurricular projects and studies at the

same time?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 119 1.26 Strongly Disagree

Agree(3) 206 1.64 Disagree

Disagree(2) 40 0.21 Strongly Disagree

Strongly Disagree(1) 10 0.02 Strongly Disagree

Total 375

Majority of the respondents agree with the question number 3 with the

percentage of one point sixty four percent (1.64%), followed by strongly disagree with

a percentage of one point twenty six percent (1.26%), zero point twenty one answered

disagree, and zero point two percent (0.02%) answered strongly disagree.

Table 2.4 Is there a chance that the difficulties you encounter daily prevent you from

managing your time well?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 111 1.18 Strongly Disagree

Agree(3) 217 1.73 Disagree

Disagree(2) 38 0.20 Strongly Disagree

Strongly Disagree(1) 9 0.02 Strongly Disagree

Total 375

Majority of the respondents answered agree with the percentage of one point

seventy three percent (1.73%), one point eighteen percent (1.18%) answered strongly

agree, zero point twenty percent (0.20%) answered disagree, and zero point two

percent (0.02%) answered strongly disagree.

3. How do  the  selected Grade 12 students have a hard time involving in

organizations.

Table 3.1 Is it possible that students involved in the school organization are under

pressure to balance their studies and activities inside the organization?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 114 1.21 Strongly Disagree

Agree(3) 213 1.70 Disagree

Disagree(2) 41 0.21 Strongly Disagree

Strongly Disagree(1) 7 0.01 Strongly Disagree

Total 375

Question number 5 shows that majority of of the respondents agreed with the

percentage of one point seventy percent (1.70%) followed by strongly agree with the

percentage of one point twenty one percent (1.21%), disagree with the percentage of
 zero point twenty percent (0.20%), and strongly disagree with the percentage of zero

point one percent (0.01%).

Table 3.2 Is there a high chance that you will have to sacrifice more personal and

study time?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 136 1.45 Strongly Disagree

Agree(3) 186 1.48 Strongly Disagree

Disagree(2) 42 0.22 Strongly Disagree

Strongly Disagree(1) 11 0.02 Strongly Disagree

Total 375

Majority of the respondents agreed with the question number 6 that has a total

percentage of one point fourty eight percent (1.48%) followed by the strongly agree

with the percentage of one point fourty five percent (1.45), disagree with the

percentage of zero point twenty two (0.22%), and strongly disagree with the

percentage of zero point two percent (0.02%).

Table 3.3 Does joining a student organization on campus have beneficial effects on

your mental health?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 105 1.12 Strongly Disagree

Agree(3) 214 1.71 Disagree

Disagree(2) 45 0.24 Strongly Disagree

Strongly Disagree(1) 11 0.02 Strongly Disagree

Total 375

Number 7 question shows that the mojority who answered agree has the total

percentage of one point seventy two percent (1.71%) followed by strongly agree that

has a percentage of one point nineteen percent (1.12%), disagree with the percentage

of zero point twenty two percent (0.24%), and strongly disagree with the percentage of

zero point one percent (0.02%)

Table 3.4 Is it hard to be part of the SSG organization or other curricular activities

held at school?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 112 1.19 Strongly Disagree

Agree(3) 216 1.72 Disagree

Disagree(2) 42 0.22 Strongly Disagree

Strongly Disagree(1) 5 0.01 Strongly Disagree

Total 375
 Number 8 question shows that the majority who answered agree has the total

percentage of one point seventy two percent (1.72%) followed by strongly agree that

has a percentage of one point nineteen percent (1.19%), disagree with the percentage

of zero point twenty two percent (0.22%), and strongly disagree with the percentage of

zero point one percent (0.01%).

4.. Do different hindrances of the selected Grade 12 students affect their lives?

And how that hindrances affect involvement in organizations.

Table 4.1 Is there a possibility that different hindrances in your personal life affect

your involvement in organizations?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 116 1.23 Strongly Disagree

Agree(3) 217 1.73 Disagree

Disagree(2) 37 0.19 Strongly Disagree

Strongly Disagree(1) 5 0.01 Strongly Disagree

Total 375

Majority of the respondents answered agree regarding to the question number 9

with the percentage of one point seventy three percent (1.73%), some respondents

answered strongly agree with the percentage of one point twenty three percent

(1.23%), disagre with the percentage of zero point nineteen percent (0.19%), and
 strongly disagree with the percentage of zero point one percent (0.01%).

Table 4.2 If you are a working student, involved in organizations, and an academic

achiever. Is there a chance you won't be able to keep up with them?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 151 1.61 Disagree

Agree(3) 171 1.36 Strongly Disagree

Disagree(2) 43 0.22 Strongly Disagree

Strongly Disagree(1) 10 0.02 Strongly Disagree

Total 375

Majority of the respondents answered strongly agree regarding to the question number

10 with the percentage of one point sixty one percent (1.61%), some respondents

answered agree with the percentage of one point thirty six percent (1.36%), disagre

with the percentage of zero point twenty two percent (0.22%), and strongly disagree

with the percentage of zero point two percent (0.02%).

Table 4.3 Does being involved in school organization cause you to struggle with

organizing things and then realize one day that exams are approaching?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 113 1.21 Strongly Disagree

Agree(3) 205 1.64 Disagree

Disagree(2) 50 0.27 Strongly Disagree

Strongly Disagree(1) 7 0.02 Strongly Disagree

Total 375

Majority of the respondents answered agree with regards to question number 11

that has a percentage of one point sixty four percent (1.64%), strongly agree that has a

percentage of one point twenty one percent (1.21%), disagree with the percentage of

zero point twenty seven percent (0.27%), and strongly disagree with the percentage of

zero point two percent (0.02%).

Table 4.4 Is it true that being involved in school organizations gives you strong

grounds to not only communicate with but also interact with students outside of your

class?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 128 1.37 Strongly Disagree

Agree(3) 200 1.6 Disagree

Disagree(2) 39 0.21 Strongly Disagree

Strongly Disagree(1) 8 0.02 Strongly Disagree

Total 375
 Regarding to question number 12, majority of the respondents answered

strongly agree with the percentage of one and thirty seven percent (1.37%), and some

respondents answered agree with the percentage of one point six percent, disagree with

the percentage of zero point twenty seven percent (0.27%), and strongly disagree with

the percentage of zero point two percent (0.02%).

5. What recommendations can the researchers give to resolve the

Challenges Faced by Selected Senior High School Students Involved in

Organizations of Arellano University - Pasig?

Table 5.1 Is it accurate to say that students who are active in school groups can

balance their studies?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 120 1.28 Strongly Disagree

Agree(3) 208 1.66 Disagree

Disagree(2) 41 0.22 Strongly Disagree

Strongly Disagree(1) 6 0.02 Strongly Disagree

Total 375

In question number 13 shows that majority of of the respondents agreed with

the percentage of one point sixty six percent (1.66%) followed by strongly agree with

the percentage of one point twenty eight percent (1.28%), next is disagree with the
 percentage of zero point twenty two percent (0.20%), and strongly disagree with the

percentage of zero point two percent (0.02%).

Table 5.2 Is it true that being a part of a school organization can help you improve

your communication skills?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 150 1.6 Disagree

Agree(3) 193 1.54 Disagree

Disagree(2) 28 0.15 Strongly Disagree

Strongly Disagree(1) 4 0.01 Strongly Disagree

Total 375

For the question number 14 shows that the majority who answered of the

respondents agreed with the percentage of one point fifty four percent (1.54%)

followed by strongly agree with the percentage of one point six percent (1.6%), next is

disagree with the percentage of zero point fifthteen percent (0.15%), and strongly

disagree with the percentage of zero point one percent (0.01%).

Table 5.3 Is there a chance that joining a school organization will lead to you

becoming a good leader someday?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 123 1.31 Strongly Disagree

Agree(3) 211 1.69 Disagree

Disagree(2) 36 0.34 Strongly Disagree

Strongly Disagree(1) 5 0.01 Strongly Disagree

Total 375

Most respondents who responded to the question number 15 shows indicated

their agree with it that has a percentage of one point sixty nine percent (1.69%),

followed by strongly agree that has a percentage of one point thirty one percent

(1.31%), disagree with the percentage of zero point thirty four percent (0.14%), and

strongly disagree with the percentage of zero point one percent (0.01%).

Table 5.4 Is it necessary to participate in weekly and monthly meetings and contribute

your own efforts to any available projects if you are involved in school organizations?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 126 1.34 Strongly Disagree

Agree(3) 208 1.66 Disagree

Disagree(2) 29 0.15 Strongly Disagree

Strongly Disagree(1) 12 0.03 Strongly Disagree

Total 375

Question number 16 shows that the majority of the respondents agree with a

percentage of one point sixty six percent (1.66%), followed by strongly agree that has a

percentage of one point thirty four percent (1.34%), disagree with the percentage of
 zero point fifthteen percent (0.15%), and strongly disagree with the percentage of zero

point three percent (0.03%).

Table 5.5 Is there a possibility that joining the organization will cause you to become a

good leader one day?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 132 1.41 Strongly Disagree

Agree(3) 219 1.75 Disagree

Disagree(2) 19 0.10 Strongly Disagree

Strongly Disagree(1) 5 0.01 Strongly Disagree

Total 375

The majority of respondents to question number 17 agree with a percentage of

one point seventy five percent (1.75%), followed by strongly agree that has a

percentage of one point forty one percent (1.41%), disagree with the percentage of zero

point ten percent (0.10%), and strongly disagree with the percentage of zero point one

percent (0.01%).

Table 5.6 Is it okay for you to be part of the organization outside of Arellano

University's Bonifacio Campus?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 122 1.30 Strongly Disagree

Agree(3) 222 1.78 Disagree

Disagree(2) 23 0.12 Strongly Disagree

Strongly Disagree(1) 8 0.02 Strongly Disagree

Total 375

For question 18 to show that the majority of respondents responded, agreed

with the percentage of one point seventy eight percent (1.78%) followed by strongly

agree with the percentage of one point thirty percent (1.30%), next is disagree with the

percentage of zero point twelve percent (0.12%), and strongly disagree with the

percentage of zero point two percent (0.02%).

Table 5.7 Does participating in an organization have an impact on your academic

performance?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 133 1.42 Strongly Disagree

Agree(3) 210 1.68 Disagree

Disagree(2) 27 0.14 Strongly Disagree

Strongly Disagree(1) 5 0.01 Strongly Disagree

Total 375
 To demonstrate that the majority of respondents responded to question 19, most

respondents agreed with the percentage of one point sixty eight percent (1.68%)

followed by strongly agree with the percentage of one point forty two percent (1.42%),

disagree with the percentage of zero point fourteen percent (0.14%), and strongly

disagree with the percentage of zero point one percent (0.01%).

Table 5.8 Is it appropriate to say that members of any student organization must

possess critical thinking and understanding abilities?

N= 375

Frequency Weighted Mean Description

Strongly Agree (4) 143 1.53 Disagree

Agree(3) 202 1.62 Disagree

Disagree(2) 24 0.13 Strongly Disagree

Strongly Disagree(1) 6 0.02 Strongly Disagree

Total 375

In order to show that the majority of participants responded to question 20,

most respondents agreed with the percentage of one point sixty two percent (1.62%)

followed by strongly agree with the percentage of one point fifty three percent

(1.53%), disagree with the percentage of zero point thirteen percent (0.13%), and

strongly disagree with the percentage of zero point two percent (0.02%).

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS
 In this chapter the Summary of Findings, Conclusions and Recommendations

are preseneted,

Summary of Findings

Senior high school students at Arellano University-Pasig's Andres Bonifacio

Campus made up the respondents of this study, which was headed "Among Selected

Senior High School Students at Arellano University - Pasig."

There were a total of 375 responses, all of them from Arellano University

Bonifacio Campus students in grade 12. The Andres Bonifacio Campus of Arellano

University in Pasig served as the study's location. The researchers took a quantitative

approach while using descriptive methods. Frequency, Percentage, Verbal

Interpretation, and Weighted Mean were used to collect data and process the results in

order to regulate the statistical analysis.

1. Demographic Profile of the Respondents The category "male" has the highest

frequency in table 1.1: Sex and Frequency Distribution of Respondents, with a total of

186 respondents and a frequency of fifty-two (52%). The "female" category came in

second with a frequency of 175 respondents and a percentage of 48 (48%) respondents.

Table 1.2: Socio-economic status and Respondent Frequency Distribution

shows that the frequency range of 29,000 to 20,000 has a greater frequency, with 137

respondents and 40% as a percentage.

 The lowest frequency, which had twenty-two (22) responses and five (5%) was

the percentage, is above that at 50,000.

2. What are the challenges faced by selected Grade 12 Students Involved in

Organizations. Table 2.1 show that out of three hundred seventy-five (375) students in

Arellano University Bonifacio Campus that join organizations two hundred seventy-six

(276) frequency and has two point ninety-four (2.94) weighted mean strongly agreed

that the majority of the challenges faced by the grade 12 students involved in

organizations is the time management, basically mean that the students of Arellano

University who are involved in the different organizations are having a hard time to

maximize the time that has as a student and also as a part of organizations at Arellano

University Bonifacio Campus.

3. How do the selected Grade 12 students have a hard time involving in

organizations. Table 3.4 shows that the majority of the students in Arellano University

Bonifacio Campus Agreed that joining organizations held at Arellano University is

hard to be part of it, the total frequency who answered agree is two hundred sixteen

(216) with a Weighted mean of two point seventy-two (1.72).

4. Do different hindrances of the selected Grade 12 students affect their lives?

And how that hindrances affect involvement in organizations. Table 4.1 shows that

there are two hundred seventeen (217) as frequency agreed that being involved in any

organizations held by schools has a big impact on the participants, and as shown in
table 4.1 the personal problems of the participants can also affect their involvement in

any school organizations.

5. What recommendations can the researchers give to resolve the Challenges

Faced by Selected Senior High School Students Involved in Organizations of Arellano

University - Pasig? There are several recommendations that the researchers can

provide for the organization member to resolve the challenges they faced, but table 5.6

shows that two hundred twenty-two (222) as the frequency and has the Weighted mean

of one point seventy-eight (1.78) agreed that their ok be part of the organization

outside of Arellano University in Bonifacio Campus.

Conclusions

Based on the findings of the summary, the following conclusions are stated.

1. The researcher's target participants are 375 senior high school students. Aggregating

the total number of respondents, the total number of Study respondents Females

account for percent (52%) of all subtitles, while males account for percent (48%) of

them. According to socioeconomic status and respondent frequency distribution, the

frequency range of 29,000 to 20,000 has a higher frequency, with 137 respondents and

a percentage of 40%. The lowest frequency, with twenty-two (22) responses and a

percentage of five (5%), is higher at 50,000.

2. Time management is the responsibility of twelfth grades. This essentially means that

students at the University of Arellano who are interested in numerous organizations

have a difficult time making the most of their time on campus, both as students and as

members of the Arellano organization.

3. It implies that the majority of students at the University of Arellano Bonifacio

Campus agreed that joining the University of Arellano group would be tough. The total

number of agreeing responses is 216.

4. As per the impacts of organizations among the students, it shows that having

different hindrances in their lives can affect their involvement among organizations,

and being a working student while being involved in an organization as well as striving

to be an academic achiever limits the students in keeping up with their studies. In

relation to that, it also shows that being a member of a school organization also has a

negative impact such as being preoccupied because it can cause them to be

disorganized and less aware of school activities like exams. However, it can be said

that organizations can help students not just communicate but interact with other

people outside of their comfort.

5. The researcher's recommendation to students is to balance their studies while being

active in various school organizations; being a part of it can help their communication

improve, and joining a school organization can lead them to become a leader someday.

The majority of the students agree to take part in any available projects.

Recommendations

The sections of the community indicated below will gain from the

suggestions presented by the researchers on Level of Learning: Challenges Faced by

Selected Senior High School Students Involved in Organizations of Arellano

University - Pasig

1. The official management in Arellano University Bonifacio Campus may make

a plan to minimize the challenges faced by selected senior high school students

acquiring prizes in academic achiever. To boost their own effort, a never give up a

mindset and strengthen their own will to pursue their dreams.

2. Government officials mayt conduct programs that are being proposed to assist

students in remaining motivated and completing their degrees. Additionally, there are

programs like scholarships and financial aid that will make it possible for them to

pursue their education.

3. Researchers advise parents/teachers to help their children through parenting

seminars or consulting seminars not just financially but also mentally, physically, and

emotionally in order to prevent demands placed on pupils. This method may guide

their children and allows them to know their own struggles and hindrances in life to

strengthen their bonds with one another.

4. For students to be inspired and push themselves beyond their personal

boundaries, the organizations at Arellano University Bonifacio Campus may suggest

certain school activities. very enjoyable physical and mental activity, as well as the

free concert for stress relief.

5. An open forum l help to have a great conversation inside the school that

includes those involved in the organizations so that the school and the people around it

can know the situation and problems of the students involved in the organizations. The

school may be aware of what is happening and what the students are going through,

especially since joining the organization is a lot of responsibility. An open forum can

be a good solution for knowing the challenges faced by students who get involved in

organizations.

REFERENCES:

https://eric.ed.gov/?q=organizations%20challenges%20in

%20school&id=EJ1316388&fbclid=IwAR2wYCvNHmMPN8CLG6I3Ag51Q

kSr8APGet3oBkc1mgqo5Yu46VfnzMuKDo
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%2520organizations

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%20students%20involved%20in

%20organizations&btnG=&fbclid=IwAR32GOYVjuhxK2F5RMMTlZBv1_sF-

iOj3Ifa33JBRf0d58MxZr11OVc4pYQ#d=gs_qabs&t=1672798657793&u=%23p

%3D5sInbQ7EdT8J

https://www.researchgate.net/search/publication?q=challenges%20faced%20by

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GGWH4bPVvHL8rdqL2jMlqutP4eiBXo72jdy8O4

Curriculum Vitae

Villegas, Cedrex R.
Address: 344 Vulcan Street Barangay Post Proper Southside Makati City

Contact Number: 0905 795 2349

Email: [email protected]

PERSONAL INFORMATION

Age: 18

Date of Birth: September 27, 2004

Place of Birth: Quezon City

Sex: Male

Civil Status: Single 

Nationality: Filipino 

Religion: Roman Catholic 

Language Known: Tagalog, English

EDUCATIONAL BACKGROUND

Tertiary Education: ARELLANO UNIVERSITY – ANDRES BONIFACIO CAMPUS  

A.Y. 2021 – PRESENT

Secondary Education: BENIGNO NINOY AQUINO HIGH SCHOOL 

A.Y. 2017 – 2021

Primary Education: RIZAL ELEMENTARY SCHOOL 

A.Y. 2011 – 2017

ACHIEVEMENTS

Senior High School: 

With High Honors (Grade 12, First Quarter of A.Y. 2022-2023)

With High Honors (Grade 11, A.Y. 2021-2022)

Junior High School:

With Honors (Grade 10, A.Y. 2020-2021)

With Honors (Grade 9, A.Y. 2019-2020)

Gabriel, Dominic Sherwin, D.C.

Address: 1052 Lirio Street Macamot Binangonan Rizal

Contact Number: 0906 3745 432

Email: [email protected] 

PERSONAL INFORMATION

Age: 17

Date of Birth: March 20, 2005

Place of Birth: Angono City

Sex: Male

Civil Status: Single 

Nationality: Filipino 

Religion: Roman Catholic 

Language Known: Tagalog, English

EDUCATIONAL BACKGROUND

Tertiary Education: ARELLANO UNIVERSITY – ANDRES BONIFACIO

CAMPUS  

A.Y. 2021 – PRESENT

Secondary Education: BINANGONAN CATHOLIC COLLEGES 

A.Y. 2017 – 2021

Primary Education: Sonshine Christian Learning Academy

A.Y. 2011 – 2017

ACHIEVEMENTS

Senior High School: 

With High Honors (Grade 12, First Quarter of A.Y. 2022-2023)

With Honors (Grade 11, A.Y. 2021-2022)

Junior High School:

With Honors (Grade 10, A.Y. 2020-2021)

With Honors (Grade 9, A.Y. 2019-2020)

With Honors (Grade 8, A.Y. 2018-2019)

MAGNO, ANDREA MARIE C.
Email address: [email protected]

EDUCATIONAL ATTAINMENT

PRIMARY SCHOOL: Pembo Elementary School

2005 – 2011

JUNIOR HIGH SCHOOL: Benigno ―Ninoy S. Aquino High School

2011 – 2015

COLLEGE: Rizal Technological University

2015-2020

SENIOR HIGHSCHOOL: Arellano University - Andres Bonifacio Campus

2021 – Present

ORGANIZATION AFFLIATION POSITION

 School – Based Program at Pembo Elementary School Student

Member (URBANIDAD)
S.Y: 2006 - 2011

SEMINARS ATTENTED

ACHIEVEMENT/ACCOMPLISHMENTS

 With Honors 1st and 2nd Semester SY: 2021 – 2022

 With High Honors 3rd Semester SY: 2021-2022
Loresco, Aleah Mariel A.

Address: Lupang Mitra Brgy, Sta. Ana Taytay Rizal

Contact Number: 09656685696

Email: [email protected]

PERSONAL INFORMATION

Age: 18

Date of Birth: November 04, 2004

Place of Birth: Pasig City

Sex: Female 

Civil Status: Single 

Nationality: Filipino 

Religion: Roman Catholic 

Language Known: Tagalog, English

EDUCATIONAL BACKGROUND

Tertiary Education: ARELLANO UNIVERSITY – ANDRES BONIFACIO

CAMPUS  
A.Y. 2021 – PRESENT

Secondary Education: NAGPAYONG  HIGH SCHOOL 

S.Y. 2017 – 2021

Primary Education: NAGPAYONG ELEMENTARY SCHOOL

A.Y. 2011 – 2017
Orillo, Jervin D.

Address: BLK 292 Martinez ext. Makati city

Contact Number: 09926281652

Email: [email protected]

PERSONAL INFORMATION

Age: 18

Date of Birth: November 26, 2004

Place of Birth: Makati city

Sex: Male

Civil Status: Single

Nationality: Filipino

Religion: Roman Catholic

Language Known: Tagalog, English

EDUCATIONAL BACKGROUND

Tertiary Education: ARELLANO UNIVERSITY – ANDRES BONIFACIO CAMPUS

A.Y. 2021 – PRESENT

Secondary Education: Tibagan high school

2021- 2019

Palar integrated school

2019 - 2017

Primary Education:Mangaldan Central school

2017 - 2016

Rizal elementary

2016 - 2014

Comembo elementary school

2014 - 2011

ACHIEVEMENTS

Senior High School:

With Honors (Grade 12, First Quarter of A.Y. 2022-2023)

With Honors (Grade 11, A.Y. 2021-2022)

Resus, Mark Lester

Address: 218 Sitio Matatag Western Bicutan Taguig City

Contact Number: 0998 219 1863

Email: [email protected]
PERSONAL INFORMATION

Age: 17

Date of Birth: January 14, 2005

Place of Birth: Pasig City

Sex: Male

Civil Status: Single 

Nationality: Filipino 

Religion: Roman Catholic 

Language Known: Tagalog, English

EDUCATIONAL BACKGROUND

Tertiary Education: ARELLANO UNIVERSITY – ANDRES BONIFACIO CAMPUS  

A.Y. 2021 – PRESENT

Secondary Education: TIBAGAN HIGH SCHOOL 

A.Y. 2017 – 2021

Primary Education: TIBAGAN ELEMENTARY SCHOOL 

A.Y. 2011 – 2017

ACHIEVEMENTS

Senior High School: 

With High Honors (Grade 12, First Quarter of A.Y. 2022-2023)

With High Honors (Grade 11, A.Y. 2021-2022)

Validators Letter

November 26, 2022

MS. AIRAH MAE HERNANDEZ

Senior High School Teacher
Arellano University- Andres Bonifacio Campus
Pag-asa St. Caniogan, Pasig City

Dear Ma’am Hernandez:

Greetings!

We are the grade 12 students of Humanities and Social Sciences Section 19 currently
conducting research entitled LEVEL OF LEARNING: CHALLENGES FACED
BY SELECTED GRADE 12 STUDENTS INVOLVED IN ORGANIZATIONS
OF ARELLANO UNIVERSITY for the subject Practical Research II (Quantitative
Research).

In connection with this, we sincerely ask for your assistance in validating our self-
made survey and interview questions for our study. The purpose of this study is to
determine the challenges faced by selected grade 12 students involved in the
organization of Arellano University.

We are looking forward that our survey request would meet your positive response.

Thank you.

Respectfully yours,

CEDREX VILLEGAS ANDREA MARIE MAGNO

Researcher Researcher

JERVIN ORILLO RJAY BUANJUG

Researcher Researcher

DOMINIC SHERWIN GABRIEL MARK LESTER RESUS

Researcher Researcher

ALEAH MARIEL LORESCO

Researcher

Noted by:
MRS. MARY JANE C. VILLANUEVA, LPT, IIGRE
Practical Research 2 Subject Teacher
SURVEY QUESTIONNAIRE

Date: ____________

To the Respondents,

The researchers of Humanities and Social Sciences 19 are conducting research

entitled, LEVEL OF LEARNING: CHALLENGES FACED BY SELECTED GRADE
12 STUDENTS INVOLVED IN ORGANIZATIONS OF ARELLANO UNIVERSITY
as requirements for Grade 12 Humanities and Social Sciences ( HUMSS ) Strand.

In connection with this, we would like to ask for your help in providing the necessary
data for our study. Please feel free to answer the questionnaire. We highly appreciate
your entire assistance and support in this particular endeavor.

Rest assured that your responses to this instrument will be kept confidential. Thank
you for taking the time to complete this questionnaire.

Thank you!
- The Researchers
_____________________________________________________________________
PART I: PERSONAL INFORMATION

Direction: Please put a check () mark in the box that corresponds to your answer.

Name: _______________________________________ (Optional)

Sex: Male
Female

Socio-economic Status
 50,000 - above

 49,000 - 30,000

 29,000 - 20, 000

 19,000 - below

PART II: LEVEL OF LEARNING: CHALLENGES FACED BY SELECTED

GRADE 12 STUDENTS INVOLVED IN ORGANIZATIONS OF ARELLANO
UNIVERSITY
Direction: Please respond to the following questions by placing a check (√) mark in
the answer box that corresponds to your response. Remember that each question is
only marked once.
LIKERT SCALE
RATIO DESCRIPTIVE INTERPRETATION
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
 QUESTIONS Strongly Agree Disagree Strongly
Agree Disagree
(4) (3) (2) (1)
1. Is it difficult for students who are involved in
school organizations to follow the standard
schedule and protocols in school because
students usually stay up late at night and have
difficulty getting up in the morning?
2. Is it possible that students involved in the
school organization are under pressure to
balance their studies and activities inside the
organization?
3. Is it difficult for students who are involved in
school organizations to stay organized?
4. Is it accurate to say that students who are
active in school groups can balance their
studies?

5. Is it appropriate to say that members of any

student organization must possess critical
thinking and understanding abilities?
6. Is it true that being a part of a school
organization can help you improve your
communication skills?
7. Is there a chance that joining a school
organization will lead to you becoming a good
leader someday?
8. Is it necessary to participate in weekly and
monthly meetings and contribute your own
efforts to any available projects if you are
involved in school organizations?
9. Is it true that being involved in school
organizations gives you strong grounds to not
only communicate with but also interact with
students outside of your class?
10. Is there a possibility that different hindrances
in your personal life affect your involvement
in organizations?
11. Is it difficult to deal with both extracurricular
projects and studies at the same time?
12. Is there a possibility that joining the
organization will cause you to become a good
leader one day?
13. Is there a chance that the difficulties you
encounter daily prevent you from managing
your time well?
14. Is it okay for you to be part of the
organization outside of Arellano University's
Bonifacio Campus?
15. Does participating in an organization have an
impact on your academic performance?

16. Is there a high chance that you will have to

sacrifice more personal and study time?
17. Does joining a student organization on
campus have beneficial effects on your mental
health?
18. Is it hard to be part of the SSG organization or
other curricular activities held at school?
19. If you are a working student, involved in
organizations, and an academic achiever. Is
there a chance you won't be able to keep up
with them?

20. Does being involved in school organization

cause you to struggle with organizing things
and then realize one day that exams are
approaching?