Script For Final Defense
Research
CHAPTER 1
Introduction by Nathalie: Going back, our research focuses on determining the factors that
influences the learning capabilities of High School Students in our very own school, St. Bridget
College Alitagtag. Knowing that youth is the hope of our nation, it is in our own hands to protect
them and support their well-being. By doing so, they will be given the opportunity to be
motivated in their studies and help them know such factors that might affect them. In this
research, we will be giving answers to their problems, and help them to be emotionally,
physically, and mentally stable. Making the well-being of the students a priority will allow them to
enhance and excel in academics, strengthen their relationshio towards their peers and families,
and be the voice for those who are invalidating the concerns and the health of the students, not
only in our school, but also to others.
Good Day Panelists! Once again, I am Nathalie Bejasa, together my other co-researchers
named Ms. Candava, Ms. Celendro, Ms. Gutierrez, Mr. La Lora, and Mr. Manalastas. On this
moment, we will be presenting our chapters 4 and 5 regarding the factors that influence the high
school student’s learning capabilities in SBCA.
As we begin with, the Chapter 4 presents the analysis and interpretation of data gathered from
the respondents. The data presented and analyzed includes the problems and factors described
in Chapter 1. The factors believed to influence High School Student’s Learning Capabilities in
St. Bridget College Alitagtag.
Bea Celendro:
RESULTS AND DISCUSSION
Demographic Profile
The summary of descriptive statistics of the demographic profile of the respondents in this study
are summarized in Table 1 below.
Demographic Statistics
Profile of the Respondents No. Percent % Rank
Gender:
Male 13 56.7 % 1
Female 17 43.3 % 2
100 %
Grade Level
Grade 10 8 25.8 % 2
Grade 11 7 22.6 % 3
Grade 12 16 51.6 % 1
100 %
Age
16 5 16.7 % 3
17 10 33.3 % 2
18 15 50 % 1
100 %
Samantha Candava: Rating Scale: Respondent’s Responses
Highest range - lowest range / highest range
The responses of the respondents were tabulated analyzed and interpreted using
the 5-point scale below:
Weight Interval Verbal Interpretation Symbol
5 3.80 - 4.6 Very Highly Influenced VHI
4 2.99 - 3.79 Highly Influenced HI
3 2.18 - 2.98 Influenced I
2 1.09 - 2.17 Very Least Influenced VLI
1 1.00 - 1.08 Not Influenced NI
This section shows the results that were tabulated analyzed and interpreted using the
5-point scale below from the total of 30 Respondents from Grades 10, 11, and 12.
Table 1. Student-Related Factors Influencing High School Student’s Learning
Capabilities
N = 30
Rating Overall
Student-Rel Scale
ated
Factors
2 4 5 DE
1 3 (Always WM
(Never (Rarely (Sometime (Often )
) ) s) )
How well 4.2
do you pay 0 0 6 11 13 VHI
attention to
(0) (0) (18) (44) (65)
your
teacher?
How actively 3.7 HI
do you
participate in 0 3 8 14 5
the
(0) (6) (24) (56) (25)
discussion,
answering
questions
and
clarifying
points you
don't
understand?
5 4.3 HI
How well do 0 2 (15) 6 17
you want
good grades (0) (4)
(24) (85)
on tests,
quizzes,
assignments
, and
projects?
3.8 VHI
How well do 0 1 12 10 7
you make
yourself (0) (2)
(36) (40) (35)
prepared for
the subject?
4.3 VHI
How well do 0 0 6 10 14
you exert
more effort in (0) (0)
(18) (40) (70)
your
academic
work and
projects?
7 4 VHI
How well do 2 (14) 8 8 12
you ensure
that (4)
(24) (32) (60)
extracurricul
ar activities
do not
interfere
with your
studies?
3 VHI
How well do 2 (6) 5 9 11 3.8
you study
the lessons (4)
(15) (36) (55)
you missed if
you were
absent from
the class?
4.01
Overall Weighted Mean VHI
The first table of the student-related factors was the researcher’s first step in
determining and analyzing the specific factors that influence high school student’s
learning capabilities at SBCA. The set of questions was asked by the researchers to 30
respondents from Grades 10,11, and 12. In this question we determine the capacity of
the students when inside the school. As shown in the responses, the majority of the
respondents actively pay attention during the discussion of the teachers, with a
weighted mean of 4.2, indicating that students are Very Highly Influenced by the
teachers. On the second question. the results show that many students often participate
in class discussions.
This includes answering questions and clarifying points that they don’t
understand, with a total of 14 answers to the point of 4 (Often) and a weighted mean of
3.7. In the next question, 17 out of 30 students wanted good grades on academic tasks
and quizzes. Based on the weighted mean of 3.7, high school students are highly
influenced when talking about having good grades. Having said that, identifying the
factors that affect their learning capabilities will be extremely beneficial in helping the
students to have good grades. However, this could also be an indicator of why a student
will feel or experience pressure. Moving on, a total of 3.8 weighted means was gathered
regarding how well the students are prepared for the subjects that they will be learning
inside the school, showing that they are Very Highly Influenced by this matter. In
addition, students are said to be Very Highly Influenced when talking about the efforts
they put on into such academic works and projects, with a weighted mean of 4.3. On the
other hand, a total of 12 respondents agreed that they always ensure that
extracurricular activities will not interfere with their studies.
However, both 8 respondents voted for the point of 4 (Often) and 3 (Sometimes),
and 7 students answered the point of 2 (Rarely). Lastly, a total of 3.8 weighted means
were calculated in the question regarding how well the students studied the lessons
they missed.
Based on a total mean of 4.01, high school students in SBCA are Very Highly
Influenced by their studies, participation, and efforts within the school, whether in
academic works, including tests, quizzes, and projects, or in extracurricular activities.
We discovered that the vast majority of respondents are involved in school activities. As
a result, determining the factors that influence their learning capabilities is necessary,
and this will be our method of examining the other factors and determining their
relationship to the students' academic performance.
Table 2. Teacher-Related Factors Influencing High School Student’s Learning
Capabilities
N = 30
Rating Overall
Teacher-Rel Scale
ated
Factors 2 4 5 DE
1 3 (Always WM
(Never (Rarely (Sometime (Often )
) ) s) )
Do your
teachers 0 0 10 13 7 3.9 VHI
get along
(0) (0) (30) (52) (35)
well with
their
students
and
co-teacher
s?
. Do your 0 0 5 10 15 4.3 VHI
teachers
impose (0) (0) (15) (40) (75)
proper
discipline
and are
strict about
following the
rules?
VHI
Are your 0 1 3 12 14 4.3
teachers
open to (0) (2) (9) (48) (70)
suggestions
and
opinions,
and are they
deserving of
praise?
VHI
Do your 0 0 7 10 13 4.2
teachers
make wise, (0) (0) (21) (40) (65)
confident,
and firm
decisions?
Do your
teachers VHI
clearly
explain the
0 0 5 11 14 4.3
objectives of
each lesson (0) (0) (15) (44) (70)
at the
beginning of
each
period?
VHI
Do your 0 0 5 8 17 4.4
teachers
demonstrat (0) (0) (15) (32) (85)
e a variety
of
strategies,
learning
aids/device
s, and
lesson
presentatio
n methods?
VHI
Do your 0 2 1 15 12 4.2
teachers
assist (0) (4) (3) (60) (60)
students
who are
having
difficulty
understandi
ng the
lessons?
Overall Weighted Mean Rating 4.22
VHI
The second table shows the teacher-related factors that influence the learning
capabilities of students in SBCA, with a total mean of 4.22, indicating that this factor
Very Highly Influences the students. The first question has a total mean of 3.9, showing
that the teachers often get along with their students and co-teachers. In the second
question with a 4.3 mean, the students reveal that the majority of the teachers impose
proper discipline and strict rules in SBCA always. Followed by that is the same mean of
4.3 as the data shows that the teachers are always open to suggestions, making them
deserving of praise. In addition, it was also revealed that the teachers in SBCA make
firm decisions and are confident in doing so as 13 students answered for Always and 10
for Often. The next question has a total mean of 4.3 which shows that the teachers
clearly explain the objectives of each lesson at the beginning of each period to allow the
students to be aware of what they will be discussing throughout that lesson and
determine what they are expected to learn. Moreover, most of the respondents agreed
that the teachers always demonstrate a variety of strategies, learning aids/devices, and
lesson presentation methods, with a total mean of 4.4. Lastly is a total mean of 4.2,
which shows that the students believe that the teachers often assist students who are
having difficulty understanding the lessons. However, there are 10 students who said
that the teachers always help the students who are having difficulty understanding
something in the lessons.
According to this table, the researchers infer that the teachers have a positive
impact towards the student’s learning capabilities in St. Bridget College Alitagtag.
It was clear that the respondents are Very Highly Influenced by the teachers.
Based on the data gathered, this is the majority of the results. However, this factor
appears to affect several respondents, as one respondent stated that teachers are
rarely open to suggestions, and two respondents stated that teachers rarely assist
students who are having difficulty with the lessons. To put it another way, despite the
positive impact of the teachers, some students may have issues or concerns about the
teachers. Regardless, students must strengthen their relationships with their teachers,
as they will serve as the student's means of learning and discovering more about what
they don't know. Most importantly, teachers will assist students in developing positive
character traits.
Nathalie Bejasa:
Table 1. Student-Related Factors Influencing High School Student’s Learning
Capabilities
The first table of the student-related factors was the researcher’s first step in
determining and analyzing the specific factors that influence high school student’s
learning capabilities at SBCA. The set of questions was asked by the researchers to 30
respondents from Grades 10,11, and 12. In this question we determine the capacity of
the students when inside the school. As shown in the responses, the majority of the
respondents actively pay attention during the discussion of the teachers, with a
weighted mean of 4.2, indicating that students are Very Highly Influenced by the
teachers. On the second question. the results show that many students often participate
in class discussions.
This includes answering questions and clarifying points that they don’t
understand, with a total of 14 answers to the point of 4 (Often) and a weighted mean of
3.7. In the next question, 17 out of 30 students wanted good grades on academic tasks
and quizzes. Based on the weighted mean of 3.7, high school students are highly
influenced when talking about having good grades. Having said that, identifying the
factors that affect their learning capabilities will be extremely beneficial in helping the
students to have good grades. However, this could also be an indicator of why a student
will feel or experience pressure. Moving on, a total of 3.8 weighted means was gathered
regarding how well the students are prepared for the subjects that they will be learning
inside the school, showing that they are Very Highly Influenced by this matter. In
addition, students are said to be Very Highly Influenced when talking about the efforts
they put on into such academic works and projects, with a weighted mean of 4.3. On the
other hand, a total of 12 respondents agreed that they always ensure that
extracurricular activities will not interfere with their studies.
However, both 8 respondents voted for the point of 4 (Often) and 3 (Sometimes),
and 7 students answered the point of 2 (Rarely). Lastly, a total of 3.8 weighted means
were calculated in the question regarding how well the students studied the lessons
they missed.
Based on a total mean of 4.01, high school students in SBCA are Very Highly
Influenced by their studies, participation, and efforts within the school, whether in
academic works, including tests, quizzes, and projects, or in extracurricular activities.
We discovered that the vast majority of respondents are involved in school activities. As
a result, determining the factors that influence their learning capabilities is necessary,
and this will be our method of examining the other factors and determining their
relationship to the students' academic performance.
Christel Gutierrez:
Teacher-Related Factors Influencing High School Student’s Learning Capabilities
The second table shows the teacher-related factors that influence the learning
capabilities of students in SBCA, with a total mean of 4.22, indicating that this factor
Very Highly Influences the students. The first question has a total mean of 3.9, showing
that the teachers often get along with their students and co-teachers. In the second
question with a 4.3 mean, the students reveal that the majority of the teachers impose
proper discipline and strict rules in SBCA always. Followed by that is the same mean of
4.3 as the data shows that the teachers are always open to suggestions, making them
deserving of praise.
Paolo Manalastas:
In addition, it was also revealed that the teachers in SBCA make firm decisions
and are confident in doing so as 13 students answered for Always and 10 for Often. The
next question has a total mean of 4.3 which shows that the teachers clearly explain the
objectives of each lesson at the beginning of each period to allow the students to be
aware of what they will be discussing throughout that lesson and determine what they
are expected to learn. Moreover, most of the respondents agreed that the teachers
always demonstrate a variety of strategies, learning aids/devices, and lesson
presentation methods, with a total mean of 4.4. Lastly is a total mean of 4.2, which
shows that the students believe that the teachers often assist students who are having
difficulty understanding the lessons. However, there are 10 students who said that the
teachers always help the students who are having difficulty understanding something in
the lessons.
Nathalie Bejasa:
According to this table, the researchers infer that the teachers have a positive
impact towards the student’s learning capabilities in St. Bridget College Alitagtag. It was
clear that the respondents are Very Highly Influenced by the teachers. Based on the
data gathered, this is the majority of the results. However, this factor appears to affect
several respondents, as one respondent stated that teachers are rarely open to
suggestions, and two respondents stated that teachers rarely assist students who are
having difficulty with the lessons. To put it another way, despite the positive impact of
the teachers, some students may have issues or concerns about the teachers.
Regardless, students must strengthen their relationships with their teachers, as they will
serve as the student's means of learning and discovering more about what they don't
know. Most importantly, teachers will assist students in developing positive character
traits.
Paolo Manalastas:
Home-Related Factors Influencing High School Student’s Learning Capabilities
The average weighted mean is 2.92 which dictates that Home-related factors do influence
students in a positive way, this means that they have the basic necessities at home needed for
their education. The researchers noticed that there is a high Weighted mean in financial
problems which shows a high average of students that have this problem. Other than that most
of the surveys are positive.
Riomar La Rosa:
Peer-Related Factors Influencing High School Student’s Learning Capabilities
The average weighted mean of 2.78 denoted that the high school student’s learning
capabilities are influenced by peer-related factors. The high school students are easily
getting distracted by their friends with a weighted mean of 2.9 which is very least
influenced. The students are spending their vacant time with their friends during school
days to concentrate more on their studies with a weighted mean of 3.47 which is highly
influenced. Their peers influence their behavior at school which is highly influenced with
a weighted mean of 3.13.
They take advice from their parents about peer group activities which are
influenced by a weighted mean of 2.83. The students who miss classes because their
friends urge them to do are very least influenced with a weighted mean of 2.13. They
put off their homework and other important assignments to go out with their friends is
very least influenced with a weighted mean of 2.3. The students find it difficult to escape
from peer pressure with a weighted mean of 2.73 which is influenced. The student's peer
influences their learning capabilities in a positive manner. To ensure the good influence of peers
on students, we advise them to give themselves permission to avoid people or situations that
don't feel right and leave a condition that becomes uncomfortable.
Samantha Candava:
Social Media-Related Factors Influencing High School Student’s Learning
Capabilities
According to Table 5's findings, high school students at St. Bridget College
Alitagtag Inc. may experience both positive and negative effects from using social
media as a learning tool. With a weighted mean of 3.94, the majority of the 30
respondents use social media in their daily lives, indicating that they are highly
influenced by it. The weighted mean score for the second question was 3.83, which
indicates that the 30 students who responded to our survey relied on the Internet for
their assignments and schoolwork. The next set of findings, which has a weighted mean
of 3.43, indicates that 23 students choose to use social media as a platform for
communication with their teachers 7 of them do not. The next one has a weighted mean
of 3.27, indicating that students are more likely to browse the internet and take in what
they see on social media than do their homework. Students are also heavily influenced
by social media to learn more than in a traditional classroom setting, with a 3.5 weighted
mean. Fortunately, students still rely on their abilities to complete their work rather than
copying someone else's because most of the 30 respondents, with a weighted mean of
2.5, answered “never” in question 6. Finally, it demonstrates that social media helps
students learn better because 23 out of 30 students agreed and it has a weighted mean
of 3.2. As it turns out, social media has both positive and negative effects on a student's
learning ability because while social media can be a platform wherein they can learn a
lot of things outside of what they learn in school, it can also be distracting and a
convenient way for students to cheat and be lazy with schoolwork. At the end of the day,
students are accountable for how they use social media. We advise them to use it
wisely and to be more cautious when using a platform that can easily be used against
them.
Christel Gutierrez:
Table 6. Mental Health-Related Factors Influencing High School Student’s
Learning Capabilities
The data reveal that the range of level of mental health factors of grade 10, grade
11, grade 12 students of St. Bridget College Alitagtag is a moderate extent with an
average weighted mean of 3.2. The students often feel happy that highly influenced the
students’ learning capabilities with the weighted mean 3.63. They are often feeling tired
or lazy with the weighted mean 3.73.
Bea Celendro:
Some students are suffering from any mental illness that influenced their capabilities to
study with the weighted mean of 2.73. They are stressed out at school that very highly
influenced their capabilities with the weighted mean of 3.9. The students are feeling sad
or angry over their studies that highly influenced with the weighted mean 3.07. They are
somehow depressed about their studies with the weighted mean 2.8 that influenced
their learning capabilities. Some of them are feeling depressed about their studies
showing the weighted mean of 1.03 that is influencing them. They somehow feel
unproductive after learning and attending classes but it’s not influencing their learning
with the weighted mean of 1.03. To sum it up, students’ mental health really influences
their capacity and capabilities to learn. Their feelings and other emotions affect their
performance since it gives them difficulty processing, memorizing, and concentrating as
their thoughts are clouded with different disorders. We recommend that they spend their
time on activities that will make them happy and stress-free which will help them attain
their positive mental health.
CHAPTER 5
Nathalie Bejasa: For the last part of our paper, we proudly introduce our Chapter 5.
The chapter presents the analysis and interpretation of data gathered from the
respondents. The data presented and analyzed includes the problems and factors
described in Chapter 1. The factors believed to influence High School Student’s
Learning Capabilities in St. Bridget College Alitagtag.
First and foremost are the Summary. This research will look into the factors
affecting high school students' learning capability at St. Bridget College Alitagtag. It
aims to seek answers to the following questions:
1. What are the significant factors that affect and influence high school students
learning capability in SBCA?
2. What are the positive and negative consequences of the factors influencing high
school students' learning capacity at St. Bridget College Alitagtag?
3. What are the learner characteristics to achieve and improve better learning
capabilities?
4. What are the implications of the findings?
This study used a quantitative approach through online survey
questionnaires to gather different narratives and factors that affect their learning
capacity. It allowed the researchers to observe the participants, their interpretations,
and their perspectives. As a result, their corresponding answer to the question is
kept in accordance with the respondents' and researchers' agreement. The data
gathered was organized and tabulated based on the statistical treatment performed.
Samantha Candava:
Findings
The following were the findings from the data gathered in the quantitative
study of the Factors Influencing High School Students' Learning Capability at St.
Bridget College Alitagtag:
1. Factors that affect and influence high school students learning capability in
SBCA.
The study revealed that all of the factors - family problems, peer pressure, mental
health concerns, teachers/educators, and social media exposure - had a significant
impact on and influence the learning capacity of SBCA high school students. On the
other side, it has been revealed that two key attributes that may influence their learning
are their motivation and interests. The respondents express their experiences through
a Face-to-face survey which shows that behind every success, achievement, and
failure, there are contributing factors that influences them either positively or negatively.
Riomar La Rosa:
2. Positive and Negative consequences of the factors influencing high school
students learning capacity at SBCA.
Based on the results of the survey, Family problems, Mental health issues and Social
media exposure have a negative impact on the learning capacity of SBCA high school
students. Among these three, the majority of respondents believed that their mental health
had the greatest impact on their learning. They experienced several challenges as
students, whether with their families, friends, or other personal matters. Because of these
concerns, many people are fighting silent battles and struggling to balance their academic
and emotional health. Such battles include anxiety and depression which is very common
among SBCA students. They all agreed that it was the most difficult factor to overcome
because, for some of them, it was a long-term concern. As a result, students with mental
health disorders had a series of absences, falling grades, disruptive outbursts, lack of
interest and motivation, and loss of focus and concentration. It was also revealed that a
student who is battling with their mental health might cause a slew of problems in their
education, both present and in the future.
Bea Celendro:
Along with this, the respondents claimed that they have been experiencing family problems
which also affect their academic performance in school and learning as well. Arguments
and conflicts between their parents and family members are common problems in their
homes. The tension in their homes contributes to the student's stress and frustration, which
they may carry to school. This factor was discovered to lowering students' self-esteem,
resulting in poor concentration and poor relationships with their peers, teachers, and
parents. In addition to this, social media exposure remains to be a contributing factor that
affects students’ learning, as they have been easily distracted by it. The respondents said
that they have been exposed to social media for a long time every single day which affects
their attention to studies. More time was spent browsing and scrolling through social media,
instead of making their school works a priority. Furthermore, social media exposure
continues to be a factor that impairs students' learning as they are easily distracted by it.
The respondents stated that they are exposed to social media for a prolonged period of
time every day, which affects their attention to studies. Instead of prioritizing their
schoolwork, they spend more time browsing and scrolling around social media.
Christel Gutierrez:
Moreover, respondents revealed that teachers/educators and peer influence had a positive
impact on their ability to learn. They agreed that SBCA teachers ensure that no students
are left behind and that the health of every high school student is prioritized. Teachers and
educators make an effort to promote a positive environment for pupils, as well as to protect
and assist kids who are struggling with their studies or personal issues. Likewise, peer
influence has an unanticipated favorable impact on children. The respondents showed that
not all peers are negative effects, claiming that their friends help them cope with challenges
and strive for academic success in school. They also stated that their peers help them to be
happy, which they do not often experience in their homes.
Paolo Manalastas:
3. Learner characteristics to achieve and improve better learning capabilities.
It was found that learner characteristics are a concept that centers around how personal, social,
cognitive, and academic components influence the student learning experience. It is assumed
that these factors play a significant effect in both how and what pupils learn. However,
respondents stated that such attributes must be embodied in order for them to acquire and
improve their learning skills. A student must possess lots of excellent personality traits and key
skills such as self- discipline, diligence, punctuality, confidence, responsibility, and courtesy. The
respondents believed that discipline is essential in the life of a student. This quality
assists them in handling their task, maintaining consistency in their work, and effectively
managing their time. A student's determination toward studies or any work assigned to
them is what keeps the learner consistent and minimizes procrastination. Furthermore,
considering time is money, every student must respect time. Being on time for class,
homework, and other activities allows students to save time and invest it in something
beneficial. Respect for teachers, school personnel, seniors, and fellow pupils is also
required. In fact, such kids emerge as humble and respectful people. They should also
have confidence in their ability. Lastly, being responsible is a fundamental characteristic
of a good student. This attribute shows that a student is capable of doing things and
believes in his abilities.
Nathalie Bejasa:
Implications
Through the findings of the study, the following implications were concluded:
1. This study will help raise awareness of the experiences students have as a
result of the various factors affecting their learning ability.
2. Knowing and understanding a student's personal factors allows them to accept
their flaws in the interest of self-improvement and design themselves for success.
3. Through existing research, it was revealed that students do struggle with learning due to
both external and internal factors. However, there are still insufficient evidence-based studies
on this topic, as well as a lack of awareness prior to and during the pandemic. The
researchers believe that by doing so, they will be able to provide evidence-based information
based on the experiences of students whose learning ability was greatly impacted during and
before the pandemic and help them get back on their feet.
4. To weave context into traditional areas of research and reveal new ideas and more
helpful research approaches that are significant for schools and students, a new perspective
was necessary to grasp the context, one that allows for macro/meso-level person and
circumstance interaction.
Conclusion
Based on the results of the study, the following conclusions were drawn:
1. Internal and external factors influence the learning ability of high school students from St.
Bridget College Alitagtag.
2. Students suffer from negative side effects such as anxiety or depression, falling grades,
loss of focus, and so on as a result of these factors. There are, however, positive effects
associated such as teachers and peers motivating them to study harder.
3. By personally administering questionnaires to high school students, this study
demonstrated the effectiveness of survey questionnaires as a tool in determining the factors
affecting students' learning capability at St. Bridget College Alitagtag.
Bea Celendro:
Recommendations
Based on the findings of the study, the following recommendations were made:
1. Encourage counseling for students who are going through personal matters to support
and empower them to develop their potential, improve mental health and wellness, and
achieve academic and personal goals.
2. The school should be conscious of the learners’ characteristics and interaction mode to
obtain significant learning performance.
3. Educators/Teachers have to be diligent in order to provide the best education for the
learners. More research can be done to initiate learners’ characteristics to achieve learning
performance other than learners’ perception and attitude.
