HIMAMAYLAN NATIONAL HIGH SCHOOL

Senior High School Department

Himamaylan City, Negros Occidental

Accountancy, Business, and Management: Determinants of Student’s Satisfaction on the

Program

Research Proposal

Cabrillos, Khemverly M.
Entrata Loi, J.
Gabalda, Kristina Andrea S.
Nacionales, Bethany D.
Taborite, Angel L.
Proponents

Margaret Mary Kennedy

Research Adviser

HIMAMAYLAN NATIONAL HIGH SCHOOL

HIMAMAYLAN CITY, NEGROS OCCIDENTAL
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

CHAPTER I

Introduction
The implementation of the 2 curriculum introduced senior high school students to a

2 The implementation of the K-12 curriculum introduced senior high school students to a 2

different group of subjects -core, applied, and specialized -depending on their chosen strand. The

Accountancy Business and Management (ABM) strand focuses on the basic concepts in

management thus, leading its students to careers in accounting and management (Engadin, 2018).

The Accountancy, Business and Management (ABM) strand provides students with the skills and

knowledge they need to work in the corporate world. This senior high school strand is for students

who want to become business leaders and entrepreneurs. The Accountancy, Business, and

Management Strand—or ABM strand—seeks to prepare the young business leaders of tomorrow.

ABM strand paves the way for business-related college degrees. It teaches the basic concepts of

financial management, accounting, and corporate operations. The programs under this strand aims

to instill crucial skills that one needs to perform well in their future careers and businesses.

Affecting Satisfaction of the Learners; Learners’ satisfaction is one of the significant

factors for the school and university to attain its goal in the field of education. As mentioned by

Marzo-Navarro, et al., Appleton-Knappand Krentler (cited by Weerasing, Lalitha, & Fernando,

2017), there are two clusters which affect students’ satisfaction and these are personal and

institutional factors. Examples of personal factors include age, gender, preferred learning style,

students’ grades, and other individual data and information. Institutional factors are greatly

influenced by the indicators existing in a school and university. A satisfaction study considers the
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

deeper analysis of factors which supports the details of the study and not purely reliant on teaching

assessment (Hameed & Amjad,2011) It is also considered as a short-term attitude which is the

result of the students’ evaluation to various factors (Weerasinghe &Fernando, 2017).

In the Accountancy, Business, and Management (ABM) Program at Himamaylan National

High School, student satisfaction is influenced by several factors. (1) Major subjects form the core

of academic focus, while (2) applied subjects provide practical insights. (3) Minor subjects

contribute to a well-rounded education. The (4) effectiveness of teachers' teaching methods plays

a crucial role, shaping students' learning experiences. Additionally, the scheduling structure, such

as (5) double-shifting classes, impacts the overall satisfaction of ABM students. These elements

collectively contribute to the holistic educational environment and shape students' perceptions of

the program.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Statement of the Problem

This study will be conducted to identify the key determinants influencing student

satisfaction within the Accountancy, Business, and Management (ABM) strand, aiming to

understand factors that contribute to or hinder students' contentment in this academic domain.

Specifically, this study seeks to understand the following questions:

1. What is the demographic profile of the respondents as a whole and when grouped

according to:

a.) age;

b.) sex;

c.) grade level; and

d.) section?

2. What is the level of satisfaction of students on the Accountancy, Business, and

Management Program of Himamaylan National High School?

3. Is there significant difference on the level of satisfaction of students on the Accountancy,

Business, and Management Program of Himamaylan National High School when

grouped according to profile?

Hypothesis

1. There is no significant difference on the level of satisfaction of students on the Accountancy,

Business, and Management Program of Himamaylan National High School when grouped

according to profile.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Theoretical Framework

This study is anchored by the following theories: Tyler, R. W. (1949). Basic Principles of

Curriculum and Instruction, Piaget, J. (1936). The Origins of Intelligence in Children, and

Robbins, S. P. (2005). Organizational Behavior.

Ralph W. Tyler's Fundamental Principles of Curriculum and Instruction, published in 1949,

offers a groundbreaking theory for curriculum development. Central to Tyler's framework is the

systematic design of a curriculum that focuses on clear educational goals. This highlights the

importance of educators being clear about what they expect from students in terms of behaviour,

knowledge, skills and attitudes. A focus on clearly defined goals provides the basis for subsequent

steps in curriculum development. Tyler's theory involves a systematic progression through

important stages. Once educational goals are established, the theory recommends the careful

selection of learning experiences that are directly aimed at those goals. The experiences you choose

must be relevant and meaningful to your students. Tyler then emphasizes the need to organize

these learning experiences logically to create a structured and consistent curriculum that fosters

progressive learning. A key element of Tyler's approach is continuous curriculum evaluation.

Evaluation mechanisms aim to measure the extent to which students have achieved the set goals.

He said that the data generated by evaluations can be used to determine the effectiveness of the

curriculum in achieving its objectives and to enable continuous improvement by refining and

adapting the curriculum based on the evaluation results. It serves one purpose.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Ralph W. Tyler's Fundamental Principles of Curriculum and Instruction (1949) is of great

importance in examining the determinants of student satisfaction with the ABM program at

Himamaran National High School. The emphasis on goal setting in Tyler's theory provides a

valuable framework for establishing clear criteria related to student satisfaction. This may aid

research in identifying specific factors that contribute to satisfaction or dissatisfaction with ABM

programs. Additionally, Tyler's insistence on choosing relevant and meaningful learning

experiences is supported by considering determinants such as core subjects, applied subjects, and

teaching methods to ensure that these aspects meet student expectations. It is consistent with the

need to The logical organization of learning experiences suggested by Tyler can help structure

research consideration of how different determinants contribute to overall satisfaction.

Additionally, Tyler's emphasis on continuous evaluation reflects his commitment to continually

evaluate the determinants and measure the effectiveness of an ABM program to provide insight

into potential improvements.

Conceptual Framework

This study investigates the determinants influencing student satisfaction in the ABM

(Accountancy, Business, and Management) program at Himamaylan National High School.

Drawing upon Ralph W. Tyler's Fundamental Principles of Curriculum and Instruction (1949),

the conceptual framework integrates key factors that contribute to student satisfaction within the

ABM program. First, Clear Educational Goal. Tyler's framework underscores the significance of

establishing clear educational goals. These goals serve as benchmarks for evaluating student

satisfaction. Clear objectives related to behavior, knowledge, skills, and attitudes provide a
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

framework for assessing the alignment between student expectations and program outcomes.

Second, Relevant Learning Experiences. Tyler emphasizes the selection of relevant and

meaningful learning experiences that align with educational goals. In the context of the ABM

program, this includes core subjects, applied subjects, and teaching methods that resonate with

student interests and career aspirations. The relevance of learning experiences influences student

engagement and satisfaction with the program. Third, Logical Curriculum Organization. Tyler

advocates for a systematic and logical organization of learning experiences to facilitate

progressive learning. Within the ABM program, the organization of curriculum content and

activities should support coherent skill development and knowledge acquisition. A well-

structured curriculum enhances student understanding and satisfaction with the program. Fourth,

Continuous Evaluation and Improvement. Tyler highlights the importance of continuous

evaluation to measure the effectiveness of the curriculum in achieving its objectives. In the ABM

program context, ongoing evaluation mechanisms assess student progress, satisfaction levels,

and areas for improvement. Feedback from evaluations informs adjustments to the curriculum,

teaching methods, and program delivery to enhance student satisfaction and overall program

quality. Lastly, Integration of Determinants. The conceptual framework integrates these

determinants to explore their collective influence on student satisfaction in the ABM program.

By examining the clarity of educational goals, relevance of learning experiences, coherence of

curriculum organization, and effectiveness of evaluation processes, this study aims to identify

factors that contribute to student satisfaction or dissatisfaction. The framework provides a

comprehensive lens through which to understand the dynamics of student satisfaction in the

ABM program and inform strategies for program enhancement.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Schematic Diagram

Profile
-Age
Level of Students’
-Sex Satisfaction on the
ABM Program
-Grade level
-Section

Scope and Limitations of the Study

This study focuses on exploring the determinants of student satisfaction within the

Accountancy, Business, and Management (ABM) program at Himamaylan National High School.

The investigation will encompass various aspects, including academic factors, extracurricular

activities, support services, and interpersonal interactions among ABM senior high school

students.

This study is delimited to senior high school students enrolled in the ABM strand at

Himamaylan National High School. The research will not extend beyond this specific group to

maintain a focused and in-depth analysis of the factors influencing satisfaction within this

academic context. The findings may have limited generalizability to other educational settings or

student populations.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Significance of the Study

This study is to identify the factors that influence student’s satisfaction with the ABM

program, which can help improve the program and enhance students’ overall learning experience.

Benefiting the sudy are the various sectors that follows:

Students. The direct recipients of the output of this research are the students of

Himamaylan National High School. It aims to identify the factors that influence students’

satisfaction with the ABM program. The findings of this research can provide valuable insights to

improve the program and enhance the overall learning experience for students in the school.

Teachers. The result of this study will offer teachers empirical information that provides

insight into the factors that contribute to students’ satisfaction with the ABM program. This

information can help teachers understand the needs and preferences of their students, allowing

them to make necessary adjustments to improve the program and enhance student learning and

engagement.

Researchers. This research will provide valuable insights to the researcher, enabling them

to understand the strengths and weaknesses of the program and make necessary improvements to

enhance student’s satisfaction.

Future Researchers. This study can serve as a foundation for the future studies aiming to

improve educational programs and enhance student satisfaction in similar educational institutions.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

The findings of this study will serve as a guide and reference for the researchers who are planning

to make a study related to this field.

Definition of Terms

In order to further understand this study, the following terms are defined conceptually and

operationally:

Determinants. Conceptually defined as a factor which decisively affects the nature or

outcome of something (oxford language)

It is operationally defined as the specific factor or characteristic that are being considered

as potential causes or influences of a particular outcome.

Satisfaction. Conceptually define as a consumer's subjective evaluation of a product or

service based on whether that product or service meets or exceeds their expectations. This

definition highlights how crucial expectations are in figuring out satisfaction. (Oliver 1997)

It is operationally defined as a specific indicators or measures that will be used to represent

the concept.

ABM Program. Conceptually defined as a strand that provides students with the skills and

knowledge they need to work in the corporate world. This senior high school strand is for students

who want to become business leaders and entrepreneurs. (Katigbak, n.d.-b)

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

It is operationally defined as a program involves business management and all things

accounted for.

Students. Conceptually define as a person who is studying at a school or college (oxford

language)

It is operationally defined as someone who is enrolled in an educational institution and

pursuing academic studies.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

CHAPTER II

Review of Related Literature

Specialized Subjects

The Accountancy, Business, and Management (ABM) strand in senior high school

typically includes specialized subjects that are tailored to provide students with a comprehensive

understanding of business and financial principles. These specialized subjects aim to equip

students with the necessary knowledge and skills for future careers in fields such as accounting,

business management, entrepreneurship, and finance. While specific subjects may vary between

educational institutions, common specialized subjects in ABM often include:

Applied Economics

This subject is an introduction to the application of economic principles to management of

business organizations. It also covers familiarization with Philippine industries as an aid to

identifying potential business opportunities. This subject covers analysis of industries and

culminates in the preparation of a socio-economic impact study of a business venture.

Business Ethics and Social Responsibility

This subject deals with the fundamental concepts, principles, and practices of ethical

standards in the business environment. It combines the theoretical foundations of setting up

business enterprises in the context of personal accountability and social responsibility.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Fundamentals of Accountancy, Business, and Management 1 (Grade 11 Quarter 3)

This is an introduction to accounting, business, and management data analysis that will

develop students’ appreciation of accounting as a language of business and an understanding of

basic accounting concepts and principles that will help them analyze business transactions.

Fundamentals of Accountancy, Business, and Management 1 (Grade 11 Quarter 4)

This subject discusses the accounting cycle for a service business and a merchandising

business of a sole proprietorship. This includes journalizing of transactions, posting to the ledger,

preparation of a trial balance, preparation of adjusting entries, worksheet preparation, and

completing the cycle.

Fundamentals of Accountancy, Business and Management 2 (Grade 12 Quarter 1)

This subject deals with the preparation and analysis of financial statements of a service

business and merchandising business using horizontal and vertical analyses and financial ratios.

Knowledge and skills in the analysis of financial statements will aid the future entrepreneurs in

making good economic decisions.

Fundamentals of Accountancy, Business, and Management 2 (Grade 12 Quarter 2)

This subject deals with the preparation of basic business forms and documents that includes

bank transactions, and preparation of a simple bank reconciliation statement. Integration of

information technology in accounting will also be introduced. The students will prepare an

accounting practice set that requires the application of learning in the first three accounting

subjects.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Business Math

This subject will provide an understanding of the basic concepts of mathematics as applied

in business. It includes a review of the fundamental mathematics operations using decimals,

fractions, percentages, ratios, and proportions; mathematics concepts and skills in buying and

selling; computing gross and net earnings; overtime and business data presentation; and analysis

and interpretation. The use of the computer and software applications for computation and data

presentation is encouraged in this subject.

Business Finance

This subject deals with the fundamental principles, tools, and techniques of the financial

operation involved in the management of business enterprises. It covers the introduction to money,

finance, the Philippine financial system, financial analysis, financial planning and control,

introduction to investments, and personal finance. Using the dual learning approach of theory and

application, each chapter and module engages the learner to explore all stages of the learning

process from knowledge, analysis, evaluation, and application to preparation and development of

financial plans and programs suited for a small business.

Organization and Management

This subject is designed to familiarize students with the basic concepts, principles, and

processes related to business organization, and the functional areas of management. Particular

emphasis will be given to the study of management functions like planning, organizing, leading,
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

and controlling, and to orienting the students on the importance of these functions and the role of

each area in entrepreneurship.

Principles of Marketing

This subject deals with the principles and practices in marketing goods and services. It also

focuses on the development of integrated marketing programs that will help grow businesses.

Work Immersion/ Research/Career Advocacy/ Culminating Activity i.e. Business Enterprise

Simulation

This subject integrates all the key concepts and processes of Accounting, Business, and

Management (ABM) as applied in real-life activities following the business cycle: business

opportunity research, product/service conception, business formation/organization, business

implementation, business control, business liquidation, and management reporting in the context

of ethical standard and social responsibility. Appropriate technologies will be used in a business

enterprise.

Core Subjects

The core subjects in senior high school play a pivotal role in providing students with a

well-rounded education. These subjects, including mathematics, science, English language, and

social studies, form the foundation of knowledge essential for academic and practical pursuits.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

They cultivate critical thinking skills, preparing students to analyze and solve complex problems.

Moreover, the core subjects contribute to effective communication, as English language studies

enhance verbal and written expression.

Beyond individual skill development, the core subjects collectively prepare students for

higher education by ensuring they have a solid grasp of fundamental concepts. The

interdisciplinary nature of social studies promotes global awareness, fostering an understanding of

diverse cultures and global issues. Overall, the core subjects in senior high school serve as a

comprehensive educational framework, nurturing intellectual capabilities, fostering critical

perspectives, and laying the groundwork for future academic and professional endeavors. Core

Subjects in the Senior High School includes the following:

English & Communication (Oral, Reading, Writing, and Literature)

This subject aims to develop students’ communication skills in English, both oral and

written, for academic and professional purposes.

Filipino (Komunikasyon at Pananaliksik sa Wika at Kulturang Pilipino, Pagbasa at Pagsusuri

sa Iba’t-ibang Teksto Tungo sa Pananaliksik)

This subject aims to develop students’ communication skills in Filipino, both oral and

written, for academic and professional purposes.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Science (Earth, Life, and Physical)

This subject aims to develop students’ scientific literacy and critical thinking skills through

the study of the Earth, life, and physical sciences.

Introduction to the Philosophy of Human Person

This subject aims to develop students’ critical thinking skills through the study of

philosophical concepts and ideas.

Statistics and Probability

This subject aims to develop students’ understanding of statistical and probabilistic

concepts and their applications in real-life situations

Applied Subjects

In senior high school, applied subjects are designed to offer practical and specialized

knowledge in specific fields, catering to students' interests and career aspirations. In the context of

the Academic Track in Business, Accountancy, Management (ABM) program in senior high

school, applied subjects are tailored to provide practical insights into the world of business and

management. The ABM program typically includes subjects such as Accountancy, Business and

Management, Economics, and Entrepreneurship. These applied subjects go beyond theoretical

frameworks and delve into real-world business scenarios, preparing students for potential careers
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

in fields like accounting, finance, marketing, and entrepreneurship. The applied nature of these

subjects allows ABM students to develop practical skills, such as financial analysis, strategic

planning, and business communication. For instance, in Accountancy, students may gain hands-

on experience in bookkeeping and financial statement analysis. Entrepreneurship subjects might

involve creating and presenting a business plan. By focusing on the application of knowledge, the

ABM program aims to equip students with the practical competencies needed in the dynamic and

competitive business environment. This approach enhances their readiness for further studies in

business-related disciplines or for entry into the workforce in roles related to business and

management.

Moreover, applied subjects in senior high school serve as a bridge between academic

learning and practical expertise. They offer students a chance to explore and specialize in areas

they find intriguing, facilitating a smoother transition to higher education or the workforce. By

combining theoretical knowledge with practical application, these subjects empower students with

a more comprehensive skill set, enhancing their readiness for the demands of the professional

world. Whether in technical fields, the arts, or other specialized domains, applied subjects

contribute to a holistic and practical education that prepares students for success in their chosen

paths beyond senior high school. Applied Subjects in the Senior High School includes the

following:
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

English for Academic and Professional Purposes

This subject aims to develop students’ communication skills in English for academic and

professional purposes.

Practical Research

This subject aims to develop students’ research skills through the conduct of research

projects in various disciplines.

Empowerment Technologies

This subject aims to develop students’ skills in the use of information and communication

technologies (ICT) for academic and professional purposes.

Entrepreneurship

This subject aims to develop students’ entrepreneurial skills through the study of business

concepts and practices.

Teacher’s Ways of Teachings

The teachers, being the focal figure in education, must be competent and knowledgeable

in order to impart the knowledge they could give to their students. Good teaching is a very personal

manner. Effective teaching is concerned with the student as a person and with his general
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

development. The teacher must recognize individual differences among his/her students and adjust

instructions that best suit to the learners. It is always a fact that as educators, we play varied and

vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted

with so many responsibilities that range from the very simple to most complex and very

challenging jobs. Everyday we encounter them as part of the work or mission that we are in. It is

very necessary that we need to understand the need to be motivated in doing our work well, so as

to have motivated learners in the classroom. When students are motivated, then learning will easily

take place. However, motivating students to learn requires a very challenging role on the part of

the teacher. It requires a variety of teaching styles or techniques just to capture students' interests.

Above all, the teacher must himself come into possession of adequate knowledge of the objectives

and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to

exert effort to lead children or students into a life that is large, full, stimulating and satisfying.

Some students seem naturally enthusiastic about learning, but many need or expect their instructors

or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends

on the teacher's ability to maintain the interest that brought students to the course in the first place

(Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants.

Some students are motivated by the approval of others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender,

culture, language abilities and interests. Getting students to work and learn in class is largely

influenced in all these areas. Classroom diversity exists not only among students and their peers

but may be also exacerbated by language and cultural differences between teachers and students.
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Since 2003, many foreign professional teachers, particularly from the Philippines, came to New

York City to teach with little knowledge of American school settings. Filipino teachers have

distinct styles and expressions of teaching. They expect that: education is interactive and

spontaneous; teachers and students work together in the teaching-learning process; students learn

through participation and interaction; homework is only part of the process; teaching is an active

process; students are not passive learners; factual information is readily available; problem solving,

creativity and critical thinking are more important; teachers should facilitate and model problem

solving; students learn by being actively engaged in the process; and teachers need to be questioned

and challenged. However, many Filipino teachers encountered many difficulties in teaching in

NYC public schools. Some of these problems may be attributed to: students' behavior such as

attention deficiency, hyperactivity disorder, and disrespect among others; and language barriers

such as accent and poor understanding of languages other than English (e.g. Spanish).

As has been said, what happens in the classroom depends on the teacher's ability to maintain

students' interests. Thus, teachers play a vital role in effecting classroom changes.

As stressed in the Educator's Diary published in 1995, "teaching takes place only when learning

does." Considering one's teaching style and how it affects students' motivation greatly concerns

the researchers. Although we might think of other factors, however, emphasis has been geared

towards the effect of teacher's teaching style and student motivation.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Double Shifting Class Schedule

Double-shift schooling is a method in which two groups of students attend lessons at

separate times in the same building during the day. The first group of students typically attends

classes from early morning till midday. While the second group attends classes from midday till

late in the afternoon. This type of school system is employed to minimize students from

overcrowding due to overpopulation and lack of facilities. Some schools in the Philippines,

particularly in Manila, have already used this approach to expand the number of learners that can

be taught without the construction of a new building. According to Uy (2017), out of the 780 public

schools in Metro Manila, 75% of elementary schools and 69% of high schools continue to

implement double-shift classes to address classroom shortages. The double shift session started in

S.Y 2004-2005 and was able to reduce the classroom shortage from 51,947 classrooms down to

17,873 with a class size of 15-65 pupils/students per class with 50 pupils/students as the average

class size. In the Western Visayas area, some schools in Himamaylan City, particularly

Himamaylan National High School, followed a double-shift system during the full swing of face-

to-face classes. Due to the sudden influx of students enrolling in Himamaylan National High

School, the authorities have adopted a double-shift scheduling system to accommodate all of the

students that have enrolled in the school. Considering double-shift sessions, one might assume that

the quality of education declines due to a few circumstances. Lusher (2015), as cited in Villegas

(2019), discovered an estimated drop in students’ academic performance during the afternoon

session in his experiment. Similarly, Sagyndykova’s (2017) findings show that student studying is

positive and statistically significant in the morning shift. However, the majority of the effect of the
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

morning shift on academic achievement is due to differences in student characteristics.

Conversely, several research studies and publications highlight the benefits of double-shift

schooling. According to Barrett et al. (2019), a double shift system allows a single set of buildings,

resources, books, and teachers to serve numerous students and thereby fulfill increasing demands

for education. Moreover, Orkodashvili (2009), as cited in UNESCO (2022), emphasized that

students in the double-shift system perform academically just as well as students in the single-shift

system. Thus, if implemented and managed effectively, double-shift schooling can be a concrete

means to attain the aim of accessible education, particularly in developing countries where large

enrollments are visible each school year.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

CHAPTER III

Research Methodology

This chapter describes the approaches and procedures that will be used in conducting this

study. It consists of various steps to achieve the goal. It includes a discussion of the research design,

the locale of the study, the respondents or subjects, the research instrument, the validity and

reliability of the instrument, the data-gathering procedure, the analytical schemes, and the

statistical tools.

Research Design

This study will use a descriptive quantitative design research approach in collecting data.

This design aims to quantitatively measure and summarize the key determinants of student

satisfaction, such as major subjects, applied subjects, minor subjects, teacher's teaching methods,

and class scheduling.

Participants would rate their satisfaction levels, providing numerical data that can be

statistically analyzed. Researchers would use descriptive statistics (mean, median, mode) to

summarize the central tendencies of satisfaction scores for each determinant. Additionally,

inferential statistics, such as correlation coefficients, could be employed to identify potential

relationships between different factors and overall satisfaction.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

The quantitative descriptive design allows for a systematic and numerical analysis of the

determinants, providing a clear picture of the factors influencing student satisfaction in the ABM

Program at Himamaylan National High School.

Research Locale

This study will be conducted in Himamaylan City specifically inside Himamaylan National High

School where the ABM senior high student respondents are located.

Respondents of the Study

The respondents of this study will consist of students enrolled in the ABM (Accountancy,

Business, and Management) program at Himamaylan National High School. The respondents for

the study were a total of 150 Grade 11 and Grade 12 ABM senior high school students, with a total

population of 291. The study aims to investigate the factors that determine student’s satisfaction

with the ABM program, including the quality of teaching, curriculum relevance, extracurricular

activities, and overall learning experience.

Sampling Design

There will be no sampling used in this study since the researchers have opted to have a

total enumeration approach on the number of respondents to be used.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Research Instrument

The research instrument for this study includes surveys or questionnaires to gather data

on factors influencing student satisfaction within the ABM program at Himamaylan National

High School. The questionnaire for the Accountancy, Business, and Management (ABM)

program comprehensively gathers feedback from students across various aspects. It covers

specialized subjects, core subjects, applied subjects, teaching methods, and the double-shifting

class schedule. The questions on specialized subjects delve into satisfaction levels regarding

alignment with career interests, challenge level, engagement, practical applications, relevance to

industry trends, resources, coverage of essential topics, contribution to critical thinking skills,

and effectiveness of instructors. Meanwhile, inquiries about core subjects assess understanding

of business principles, preparation for advanced courses, relevance to real-world challenges,

complexity, collaborative learning experiences, feedback, assessments, and problem-solving

skills enhancement. Applied subjects' questions explore practical skills development, bridging

theory and application, hands-on experiences, relevance of projects, case studies, internship and

job placement readiness, innovative thinking encouragement, industry connections, and real-

world scenario integration. The teaching methods section focuses on communication, student

participation, accessibility, feedback, enthusiasm, technology use, learning environment,

timeliness, and adaptation. Lastly, the questions on the double-shifting class schedule evaluate its

impact on focus, engagement, convenience, learning preferences, academic performance, work-

life balance, facilities, collaboration, flexibility, and support for diverse student needs. Overall,

the questionnaire aims to provide a comprehensive assessment of student satisfaction and areas
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

for potential improvement within the ABM program. By examining these factors, the study seeks

to provide valuable insights into the ABM program's strengths and areas for improvement,

ultimately enhancing student satisfaction and academic success.

Validity and Reliability

The research instrument will undergo validation to ensure the contents are aligned with the

objectives and has the necessary depth to gather substantial data. When validating the instrument,

three expert jurors will be asked to assess the strength of the questionnaire using Good and Scates

(1954) criteria, since it is the validating tool to establish the capacity of the questionnaire to

measure what it intends to measure will be used for this purpose. In establishing the reliability

pilot testing will be done to 30 respondents outside of the research sample to be analyzed by the

statistician.

Data Gathering Procedure

This section will discuss the instrument that will be used in gathering the needed data for

the study. Firstly, the researchers will draft a questionnaire and then be validated by the experts

in this field. After the approval, the questionnaire was completed following the validators’ and

advisers' recommendations and was ready to be used in the conduct of the study. Then, the

researchers will ask a permission to conduct the study by writing formally to the rightful

authorities of Himamaylan National High School, where the study will be conducted. Upon
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

approval, the researchers will conduct a survey to the respondents by distributing the

questionnaire to them and the given questionnaire will be answered briefly and concisely by the

respondents. After the total return of the questionnaire, the data will be collected and classified.

The results of the study will be identified as proofs of this research study.

Statistical Treatment of Data

The following statistical tools will be used in analyzing and interpreting the gathered data:

For statement of the problem 1, to determine is the demographic profile of the

respondents as a whole and when grouped according to age, sex, grade level, section; frequency

and percentage will be used.

For statement of the problem 2, to determine the level of satisfaction of students on the

Accountancy, Business, and Management Program of Himamaylan National High School, mean

and standard deviation will be used.

The obtained mean scores for the level of satisfaction of students on the Accountancy,

Business, and Management Program of Himamaylan National High School will be interpreted as

follows:
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

Mean Score Range Verbal Interpretation

4.50 – 5.00 Very high degree

3.50 – 4.49 High degree

2.50 – 3.49 Moderately degree

1.50 – 2.49 Low degree

1.00 – 1.49 Very Low degree

For the statement of the problem 3, which focused to determine significant difference

between the level of satisfaction of students on the Accountancy, Business, and Management

Program of Himamaylan National High School when grouped according to profile, Mann-Whitney

U Test and Kruskal-Wallis Test will be used.

 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

References:

Oliver, R. L. (1997). Satisfaction: A behavioral perspective on the consumer. New York:

McGraw-Hill.

Katigbak, R. (n.d.-b). ABM Program: A strand for future business leaders and entrepreneurs.

Blog-Manager. (2022, November 29). An overview of the ABM strand and curriculum. Reedley

International School Manila, Philippines. https://reedleyschool.edu.ph/blog/abm-

courses-in-senior-high-

school/#:~:text=Specialization%20Subjects%201%20Business%20Math%202%2

0Organization%20Management,Responsibility%207%20Business%20Marketing

%208%20Business%20Enterprise%20Stimulation

Llego, M. A. (2022, July 13). List of specialized subjects in ABM Strand. TeacherPH.

https://www.teacherph.com/list-specialized-subjects-abm-

strand/?fbclid=IwAR2WdEOdlzaz5km04sNNirbzN6DRcLrkWcgwTmHGVq5xTV

EbbeAiUsQw3WU

CIIT Philippines School - Multimedia Arts, Web Design, 3D Animation, Mobile Game

Development. (2024, January 10). CIIT Philippines School | Arts, Technology,

and Business. https://www.ciit.edu.ph/

Nova Schola. (2022, June 21). Senior High School - Nova Schola. Nova Schola -.

https://nst.edu.ph/academics/senior-high-school/
 HIMAMAYLAN NATIONAL HIGH SCHOOL
Senior High School Department
Himamaylan City, Negros Occidental

IIEP Policy Toolbox. (2022, July 29). Double-shift schooling - IIEP Policy Toolbox.

https://policytoolbox.iiep.unesco.org/policy-option/double-shift-

schooling/#:~:text='In%20a%20double%2Dshift%20system,mid%2Dday%20t

o%20late%20afternoon.

Hatfield, L. (2020). The Advantages and Disadvantages of Double Shift Schools. Retrieved from

https://classroom.synonym.com/advantages-disadvantages-double-shift-schools-

12305457.html

Morales, T. M. (2017). Double-Shift Schedule: It's effect to teachers' performance in Zamboanga

National High School (West). Retrieved from

https://www.academia.edu/38717437/double_shift_schedule

Tessema, M., Ready, K., & Yu, W. (2012). Factors affecting college students’ satisfaction with

major curriculum: evidence from nine years of data. International Journal of

Humanities and Social Science, 2(2). 34-44.