The Relationship Between Voting Behavior and Factors Among High School Students

BATANGAS COLLEGE
OF ARTS AND SCIENCES, INC.

Basic Education Department
CHAPTER 1
THE PROBLEM
This chapter aimed to give a brief introduction of the topic and its
significance to human life. It would also discuss the scopes and delimitation of
the study, lay the background of the study, and provides the definition of terms.
1.1 Background of the Study
Elections were very significant in every community since they help the
people express their viewpoints through selecting a leader who possess qualities
that could contribute to the betterment of the society. According to Halper (2016),
the importance of elections was that they first provide an opportunity for
candidates to discuss and debate the issues, and then they allow eligible voters to
be part of the decision as to who should be our leaders, at the federal or the local
level. Elected leaders must monitor their people’s welfare to ensure stability, unity,
progress, prosperity and integrity.
School election was the best way for the students to show their maturity in
thinking and this was where they were first exposed to democracy and how it runs
in the country. Former Higher Education Minister of Malaysia, Muhammad Khaled
Banaybanay Concepcion, Lipa City, Batangas 4217

Contact #: (043)756-1232 main / (043)784-6071 annex 1
Website: www.bcas.edu.ph
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Nordin stated that school election was very important because it could educate
students of the general election process. It was through election that students need
to exercise their right to vote for the candidates that they believed have the
characteristics of a leader who would lead and protect the rights of the students.
Moreover, school election was held in order for the students to choose who
would be the newest set of members of a certain club or organization. However,
choosing who would the students’ vote was not an easy procedure. Students must
have an intricate set of standards of what a leader is and must consider a lot of
factors. Therefore, the study was conducted to identify if the six voting factors
(academic performance, peer pressure, popularity, social skills, attitude and
leadership profile) identified by the researchers affect the voting behaviour of the
high school student body of BCAS.
1.2 Statement of the Problem
In general the study aimed to adjudge if the six voting factors (academic
performance, peer pressure, popularity, social skills, attitude and leadership profile)
identified by the researchers, through observation, affect the voting behaviour of
the high school student body of BCAS. Specifically, the study aimed to answer the
following questions:

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1. Did the student body vote in the previous school elections in this school
year?
2. How many times did the student body vote in the previous school
elections?
3. Why did the student body choose to vote in the previous school
elections?
4. Is there a significant difference between each one of the six voting
factors 1) peer pressure, 2) academic performance, 3) popularity, 4)
social skills, 5) attitude, and 6) leadership profile identified by the
researchers and the voting behaviour of the high school student body of
BCAS?
5. Is there enough significant proof that the six voting factors identified by
the researchers and the voting behaviour of the high school student body
of BCAS are dependent to one another?
1.3 Hypothesis
𝐻0 1 = The academic performance of the candidate had no significant relationship
to the voting behavior of the electorate.

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𝐻0 2= Peer pressure had no significant influence to the voting behavior of the
electorate.
𝐻0 3= The popularity of the candidate had no significant influence on the voting
behavior of the electorate.
𝐻0 4= The social skills of the candidate had no significant difference to the voting
behavior of the electorate.
𝐻0 5= The attitude of the candidate had no significant effect to the voting behavior
of the electorate.
𝐻0 6= The leadership profile of the candidate had no significant impact to the
voting behavior of the electorate.
𝐻0 7= There was no significant proof that voting behavior and academic
performance were dependent to one another.
𝐻0 8= There was no significant proof that voting behavior and peer pressure were
dependent to one another.
𝐻0 9= There was no significant proof that voting behavior and popularity were
𝐻0 10= There was no significant proof that voting behavior and social skills were

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𝐻0 11= There was no significant proof that voting behavior and attitude were
𝐻0 12= There was no significant proof that voting behavior and leadership were
1.4 Conceptual Framework
Figure 1.1 showed the conceptual framework of the dependent, independent and
intervening variables
Voting Behavior
Student Body
Academic performance
Peer pressure
Popularity
Social Skills
Attitude
Leadership profile

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The independent variable of the study was the student body wherein it was
the cause of the problem. Dependent variable on the other hand was the choice
of the student body which would be the effect of the problem. Factors that may
affect the outcome were called the intervening variable and in this study academic
performance, peer pressure, popularity, social skills, attitude and leadership profile
were the intervening variables.
1.5 Significance of the Study
The study entitled “Factors Affecting the Preference of the Student Body of
Batangas College of Arts and Sciences, INC. S.Y. 2017-2018 in Electing Student
Leaders” benefited the following groups:
The Student Body. The study benefited the student body for it provided datum
on how did students choose who would they vote for any school elections. Also
the study provided valid and reasonable factors on how did students elect their
leaders.
The Student Leaders. The study benefited the student leaders for it provided
information on how did the student body choose who would they vote for which
they could use in creating campaign strategies.

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Teachers. The study benefited the teachers since they influence the students’
attitude and behavior. Furthermore, teachers also support the students during
school elections and the study provided information regarding the factors that
affected the students voting behavior which will serve as a basis on how teachers
positively influence the students.
School. The study benefited the school for it provided reforms on campaign and
election strategies that could be implemented by the school in future elections
since it will be helpful in organizing school elections and in choosing leaders.
Future Researchers. The study provided necessary data and information that
could be used in future researches which were related on the factors affecting
students’ preference in electing student leaders.
1.6 Scope and Limitations
The study solely focused on the six voting factors identified by the
researchers and how these factors affect the voting behaviour of the student body.
The study did not include the factors which affected the student body of
BCAS in previous and will affect them in the future academic years. The study was
conducted in Batangas College of Arts and Sciences, INC. from November 2017 to
March 2018. Questionnaires and surveys were given to selected high school
students to get a precise gathering and assessment of data.

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1.7 Definition of Terms
Academic Performance – Educational overall performance was
characterized with the aid of overall performance on exams associated with
coursework and the overall performance of students on other types of
examinations (Kyoshaba, 2009).
Attitude – Attitude referred to how do a student acts and behaves in
the school community.
Leadership profile – Leadership profile referred to the previous
experiences of a student leader in the same field. (e.g. He/she was also an officer
of the same or different club and organization in the previous year/s. )
Popularity – Popularity referred to how famous a student was in the
school. (e.g. A Grade 7 student heared a name of a random Grade 12 student and
would know that person by name or by some characteristics but they were not
acquaintances)
Preference – Preference was the power or opportunity of choosing.
(Merriam-Webster, 2017)

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Social Skills – Social abilities were the set of talents humans used to
interact and talk with one another. (Patrick, 2008).
Student Body – Student body referred to the high school students who
were enrolled in BCAS.
Student Leaders – Student leaders were students who hold position in
the different clubs and organizations in the school.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter contained literature and studies related to the study.
2.1 Conceptual Literature
Academic Performance
Educational overall performance is characterized with the aid of overall
performance on exams associated with coursework and the overall performance
of students on other types of examinations (Kyoshaba, 2009). Diverse studies have
been completed on the factors that have an effect on students’ instructional overall
performance or success in schools, colleges and universities. Some of the elements
identified and reported to have affected the instructional overall performance of
students in these one of a kind settings are: scholar attempt, preceding or earlier
instructional performance, self-motivation, the social-economic status of the
scholars’ parents, the students’ age, range of hours of examine in step with day,
admission factors, one-of-akind access qualifications, training tendencies and
themscholars’ vicinity of resid ence (rural or urban) (Farooq, Chaudry, Shafiq &
Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

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Another important thing is that the type of school a student attends to affect his
academic performance. Kyoshaba (2009) observed that students’ performance
in school is influenced by the type of school which they attended. The school
we attend to sets our limitations in our learning experiences. It is the
environment where we let ourselves interact to and this, of course, greatly
affects our performance not only as a student, but as a person. In addition to
this, Considine and Zappala (2002) clarified that the type of school a student
attends to influences the educational outcome and attainment of the student.
Furthermore, schools have an independent effect to the student’s educ ational
effect and this may have been influenced by the different attitude and behavior
the students have. Miller and Birch (2007), while studying the influence of the
type of high school attended to the university educational performance,
observed that the outcomes of the academic performance in the university
level is greatly affected by the high school environment. Therefore, a student’s
school background is really related to his educational performance. In addition,
Ali et al. (2013) and Kwesiga (2002) also observed that the learning standards
and academic outcome of the students is greatly influenced by the educational
institution where they finished their education. Furthermore, the number of
facilities a school has might also be related to the quality of education they
offer and this, also affects the performance and achievements of the students.

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Entry qualifications linked to different certificates of equivalent value for
student admission into post-secondary institutions is another factor that affects
the students’ academic performance. Although the certificates received by
students from their examinations might be equivalent, the content and the
outcome may not exactly be the same. In a related study, Mlambo (2011)
observed that for a number of institutions, student admission is based on a
number of different qualifications. The instructions received by the students
and the knowledge they acquire greatly differs through their own prior
knowledge. This being the case, one might think whether other researchers
totally agree and believe that prior educational performance, admission points
and different entry qualifications truly affect future academic performance. The
answer is no. In a study on the relationship between previous academic
performance and subsequent achievement at the university level, Huws, Reddy
and Talcott (2006) found that the students earned scores in the high school
level does not predict their academic performance and achievements in the
university level. The Academic Admission Council at Oregon State University
(2003) also disagreed with the thought that academic performance is
determined and influenced by prior academic performance. They said that the
traditional academic measures such as high “A” grade is not a standard on the
future academic outcomes in the universities.

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However, even though several studies did not agree to the idea that previous
academic performance greatly influence future educational outcome, they
clarified that admission scores affects the academic performance at the
university level but, very minimal. (Ali, et al.; Mlambo, 2011; Kyoshaba, 2007).
Social Skills
In everyday living, people communicate with one another – strangers or
not. The ability to communicate with people is developed through time from
infancy up to present. Social skills is the umbrella term for the set of behaviors
that an individual shows in an interpersonal communication in which a person able
to express his/her feelings, attitudes, opinions and desires (Caballo, 1986 as cited
in Dunlop, n.d.). This set of skills are learned, as what is mentioned above, and
developed through time with respect on the developmental stage and on cultural
and situational variables a person is in.
The individual characteristics and the environment a person lives in
influence how will the socials skills of an individual be develop. Individual
characteristics or also known as the temperament variable is shaped by how an
individual relates socially. Temperament variable’s influence on the development
of social skills can be counterbalanced by the environment variable. This is because

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the environment reinforces social behaviors and enabling learning a new set of
skills through observation and interactions (Caballo, 2003 as cited in Dunlop, n.d.)
In adolescence stage, socials skills play a very vital role in a person’s search
for independence and self-assertion and in the need for social integration. In this
stage, an individual needs to adjust and made changes in his/her personal and
social skills. On the other hand, infancy is often regarded as the critical period for
learning and absorbing social skills (Caballo, 2003 as cited in Dunlop, n.d.).
However, it is still in adolescence stage where peers can influence the development
by being the source of strength for social skills (Caballo, 2003 as cited in Dunlop,
n.d.).
Two types of social skills seem to be especially important for a good
experience of adolescence: assertiveness and self-control (Bakker, Ormel,
Lindenberg, Verhulst & Oldehinkel, 2010 as cited in Dunlop, n.d.). Socially skilled
adolescents are able to express their feelings and desires, managing to control
their impulses and alter emotions and thoughts. Variables such as gender, age,
marital status, family configuration, profession, education, personal and family
gains, and living in rural or urban areas, among others, are considered important
for the development of social skills (Caballo, 2003 as cited in Dunlop, n.d.).

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Social Skills and School
Some kids look at school as the best part of their social experience while others
don’t.
School is not just a place where children excels to their academic
performances but also, it’s a place to develop their social skills. Social skills are
skills that we need to interact and adapt in our cultural environment. Although,
students don’t get grades on social tests from their teachers, their friends do give
them the “grades” on “social test” everyday. If a child did well having friends he
or she will look forward coming to school but if he or she fails, he or she will feel
disconnected and left out. For a kid, failing social test that failing in an academic
test is more painful. For some of them, they think that social skills is the hardest
subject to pass on school. Social skills plays an important role to a child’s emotional
health as well as their well-being. Without friends school can be very unhappy and
lonely place for a child. (Lawson, 2003)
Children are born with innate social competencies. They are born with their
own strengths and weaknesses in abilities such as attention, memory, language
and motor skills. Weaknesses in these can negatively affects a child’s social
competencies. For example, a kid has a attentional problems may have trouble in
listening and won’t be able to get along in the conversation and can say

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inappropriate things sometimes. Another is when a kid has a problem in language
communication and kid with autism and Asperger’s syndrome who can’t deal with
social situations.
Social Status at School
Children widely vary on how they are able to gain friends and feel
acceptance from them. Children themselves grade each other, and gain different
level of social status in school. Social status represents a child’s standing or
proposition relative to other member of class. Some kids are very blessed with
social skills. They are popular and most of their friends like them. On the other
hand, some kids find it hard to make friend and making along to others. Popular
students are typically leaders, while others are athletes and good looking. They
have the confidence and very influential.
Many students are not popular but pretty well-liked by their friends. These
likable students feel good about how others relate to them but sometimes worried
about what others would think of them. Some students are shy, quiet and timid.
They may have friends but not only few. While other students like them doesn’t
get along to others, they tend to be so awkward and uncomfortable around people
they don’t know well. Shy students are usually not happy getting along with others
but they wish they can get involved. No one likes and dislikes them, but they are
not the ones that being bully but others. These kids usually are the social adept,
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some don’t like being ignore and some don’t mind and love hanging out with adults
than hanging out with the same age as them.
The children who have the most difficulty in school are the ones who are
being rejected by the others. They are the kids that seem to be bullied, laughed
ate, talked about, and teased. Everyone dislikes them, excluding from school
activities and always casting them out. They are being rejected by many reasons,
some are because of misbehavior and always causing trouble. While others are
being rejected because of them being withdrawn, passive and anxious around
others, they spend so much time alone, they look different, their clothes, haircut,
and mannerism doesn’t match the trend. They are also sometimes the short,
overweight, or with physical disability. They may have trouble in learning in some
ways and being addressed as stupid and dumbs and always been the target of
bullying. (Lawson, 2003)
Some students don’t mind being left out and sometimes they don’t need
anyone to like them. They believe that they can’t please everyone. Some wants to
be different in their own ways and be admired for who they really are.

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Communication Skills
Good communication skills will result in good social skills, since we communicate
both verbally and non-verbally and these will contribute on how every students or
kids will relate to one another. Children with language problems often have
problems communicating with others and find it hard to express themselves. While
others having good communication skills, they also find it hard reading body
language, facial expressions, and tone of voices. They interpret words, literally
and miss majority of the intended communication. (Lawson, 2003)
Children with verbal and non-verbal difficulties tend to have short temper. Helping
them improve their communication skills can greatly improve their social skills and
level of acceptance.
Social Skills
Having problem with social skills can last for a long time. This may result to their
incompetency and learning life problems. There are several types of socials skills
that must be mastered by a child. Parents must help their children to learn the
following:

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 Greetings. Children must learn the proper way of greetings. A simple
“Hi!” and “How are you?” together with their facial expressions and
tone of their voice.
 Initiating Conversation. After greeting someone, children must
initiate a conversation. Children must also give an opportunity to the
other to speak and express his or her own thoughts and they must
also end the conversation appropriately.
 Understanding the Listener, Part I. After initiating a conversation,
they now must maintain it. In order to maintain it is important to
understand what the other person is talking about and have small
responses to show that they are really listening.
 Understanding the Listener, Part II. To have a proper conversation,
children must be able to understand the other person’s perspective.
 Empathizing. A child must feel the other persons’ feelings. Empathy
allows a person to connect to other people while having a
conversation.
 Reading Social Cues. These are clues and signals that will guide them
on what they will say next. This can be a verbal or non-verbal. Tone
of voice is also important.
 Previewing. They must think what they would say next. They should
know if their next words still connects to what they are really talking
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and if they think it will have a negative impact, they might just adjust
it or just don’t say it.
 Problem-Solving. Problems and conflict are always part of social
interactions, some may agree and some may not. However they
must face it with their own problem solving skills.
 Apologizing. Everyone makes mistakes and a person with good social
skills must be confident enough to have a sincere apology.
Teaching Social Skills
Children with social skills disabilities tend to have a problem with school. They
struggle academically and socially. Schools addresses every children’s learning
problems while for the children’s social needs they often rely on the parents and
other professionals. Lack of social skills and not making friends are lot more badly
than having an academic problem.
 How Parents Can Help. Parents typically play a major role to a child’s
social skills. Parents may directly help their children by modelling,
role-playing and finding opportunities for their children to rehearse

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and practice their skills. They must encourage and praise their
children for successfully acquiring new skills.
 How Teachers Can Help. While school is the place where a child
spend almost all of their time together with other kids. Teachers
must find opportunities to help kids enhance their social skills. Every
teacher must be aware of their surroundings and must know if there
is any children being bullied and being rejected by the others. They
should work together with children’s parents to prevent any of those.
Leadership
Day (2001) dichotomizes the standards of leader and management whilst
thinking about improvement, by way of expressing chief development as human
capital and management improvement. “Within the case of chief development, the
emphasis usually is on individual-based information, talents and skills related to
formal leadership roles” while, “management improvement may be notion of as an
integration method via helping people understand the way to related to others,
coordinate their efforts, construct commitments, and expand extended social
networks by way of making use of self-understanding to social and organizational
imperatives”.

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Similarly, Hitt, and Ireland (2002) in an editorial for The Journal of
Leadership and Organizational Studies pressured that it's leadership of coping with
such human and social capital that offers groups an aggressive benefit. Noted by
Hitt and Ireland as strategic leadership, their concept proposed that human capital,
being someone’s expertise, abilities, and skills comprise a company’s maximum
precise aid, and that “social capital includes a web of relationships that consists of
norms, values and responsibilities, however also yields ability possibilities for the
holders of the capital”. While strategically led, the human capital can be applied to
its maximum capacity and the social capital can assist to create dynamic teams
and environments prepared to stand the challenges of the destiny.
Particularly, development associated with leadership must strain active
studying techniques versus concept; in view that leadership is an energetic manner
(Bass, 1990). However, principle should stability lively gaining knowledge of in all
leadership improvement strategies, fashions, and curriculum.
“People who wish to expand leaders need to understand a whole lot more
than the current nation of expertise approximately leadership if they're to do more
than interact in the documentation of trivialities. Leadership improvement is an
essential private and social ability” (Spitzberg, 1995).

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Student Leadership
Typically the schooling system has depended on extracurricular sports—
pupil government, sports activities, and golf equipment—to create leadership
improvement or education possibilities and studies for students (Van Velsor &
Wright, 2012; Whitehead, 2009). Extra current literature argues for combining
student management development opportunities into the formal training version
(Bowman, 2014; Brungardt, 1997; Dyment, Morse, Shaw, & Smith, 2014; Ponder
et al., 2011; Seemiller & Murray, 2013; Van Velsor & Wright, 2012; Whitehead,
2009). Van Velsor & Wright (2012), identified important abilities for future leaders:
adaptability, powerful communication, studying ability, and multicultural attention.
Students in our schooling system now will have to address complicated problems
and they may need those talents and abilities to achieve this (Bowman, 2014). As
one researcher writes, “leadership exhibits a social judgment of right and wrong
anchored in a commitment to humanity” (Bowman, 2014, p. 60).
Area education programs are frequently characterized with the aid of their
potential to leverage management improvement inside their curriculum. This puts
area training programs and agencies in a unique role to feature to the sector of
Student Leadership Development.

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Student Leadership in University of Northern Philippines
A university exists no longer most effective to teach students academically
however additionally to broaden them holistically. Powerful gaining knowledge of
takes location whilst the students are uncovered to nice coaching nurtured in a
healthful college surroundings. The academe is an education ground for future
professionals and leaders of the community and agencies. Therefore, it is serious
that the group must provide the students an enriching campus lifestyles with the
aid of exposing them to various applications, services and sports designed to
explore, decorate and deepen their full potential for non-public improvement,
management abilities and social duty.
A unit beneath the Student Leadership program, called student Council,
agencies and Fraternities carrier Unit, has been mounted to take fee of offerings
and sports associated with student governance, organizational development and
student leadership improvement. Its functions are as follows:
(1) to apprehend the proper of the students to govern themselves and
to be represented in appropriate and valid pupil councils and in the Board of
Regents,
(2) understand, accredit or re-accredit scholar businesses together with
faculty-based totally fraternities,

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(3) units pointers and regulations for the operations of all student
formations, and display and compare their compliance thereto,
(4) assist the pupil organizations and student leaders to accomplice as a
prerequisite for his or her peaceful co-lifestyles and smooth operation inside the
campus, and
(5) provide student corporations, scholar formations and fraternities
adequate office area and other institutional provisions.
With the aim of selling and sustaining offerings contributory to the improvement
of college students, the unit serves as an overseer of the packages and projects
of the student Council and other student companies and initiates or supervises the
behavior of management trainings, seminar- workshops, for and community
projects.
Student leaders are some of the stakeholders of the university. They're
empowered as partners in accomplishing the vision and challenge of the university
and in realizing the four functions of the college, namely: education, research,
extension and manufacturing. It's far thus vital that the student leadership
development software of the university be correctly carried out. It's miles
noteworthy to point out that the development of student leaders is influenced in

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part by way of environment, involvement, behavior and attitude as observed by
using Amirianzadeh et al. (2010). Such necessities can be created with the
steerage and aid of not best individuals who take charge of scholar groups
however all scholar affairs practitioners, operating as a team.
Student affairs personnel are expected to illustrate abilities, mainly
leadership capabilities, in order to have a stronger influence at the leadership
capabilities of the students. According to the American College Professional
Association (ACPA) and the National Association of Student Personnel
Administrators (NASPA), the skills of the pupil affairs practitioners fall into ten
areas, considered one of that's on leadership. The talents that are labeled into
fundamental, intermediate and superior are contained within the joint booklet of
the two agencies in 2010.
Students and Youth Voice
Students’ voice, as Mitra (2006) explains, describes the various approaches
in which students might have the opportunity to take part in school selections in
an effort to form their lives and the lives in their peers’. Hart‘s typology (as
mentioned in Bahou, 2011) illustrates a ladder of youth participation, with the

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lowest 3 rungs of non-participation reaching tokenism, and the last five rungs of
participation representing expanded relinquishing of grownup path till on the top,
initiatives are baby-initiated and selections are shared with adults. Extending the
typologies of Fielding, Hart and others, Mitra illustrates a 3-tiered pyramid of
student voice starting from the most primary degree wherein youths proportion
their evaluations on troubles and potential solutions, to a higher order wherein
young human beings collaborate with adults to cope with problems of their
colleges, to remaining recognition in which youngsters takes the lead on searching
for trade, the remaining being the least common form, as our evaluation of the
literature has noted already.
In exploring the price of pupil voice for faculty improvement, Resort (2005)
provides a matrix with 4 popular approaches of which listening to college students
is likewise appeared as the maximum simple. A dialogic version is proposed as an
extra lively form of participation that will make a contribution maximum toward
college development.
Attention to the voice of younger human beings in research is commonly
targeted on the post-number one level because there may be an implicit adherence
to what Grace (in Resort, 2005) refers to as an ideology of immaturity.

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Students’ Elections
The involvement of the students within the campus politics is a way to
construct their management character. The campus election generally exposes
college students to their rights in which most of the college students occasionally
do no longer know the rights that they possess within the university. The
involvement within the campus election is taken into consideration as a useful
mastering system that students cannot get everywhere. This is in step with advice
by means of the former top Minister of Malaysia, Tun Dr. Mahathir Mohammad
who encourages students to put together and actively taking part in the college
students’ sports especially inside the students’ election due to the fact that this
students election is the stepping pressure inside the campus politics.
However in Malaysia, college students’ election is strongly regulated by the
university. The methods are delivered to make sure the equity and smooth
election. The ones rules relate specifically to the candidates, the marketing
campaign system and the involvement of political party.

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Students and their Voting Patterns
An elections analysis has in no way been whole without a centered remark
on balloting behavior and patterns. Although in its early stages in Malaysia,
previous studies at the problem were now not absolutely specific and had paid
higher attention in well-known to election outcomes, party performance, campaign
agenda and the problems concerned (Faisal, 2002). There's nevertheless however
an unequivocal lack in research that specializes in the electorate themselves and
the outside factors that helped form their corresponding balloting behavior, along
with the problems that immediately concerned them, vote casting factors, media
have an impact on, social media incidence and the recognition detail of the
applicants concerned. In trying to complement beyond studies and also produce a
more entire and holistic take a look at, this text shall additionally are looking for
to rate the pursuits and issues of the college students along with their political
possibilities as they spearhead the country’s management transition and decide
the future path of the Malaysian management.

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2.2 Research Literature
Foreign Studies
In an analysis on student leadership behavior, all of the three unbiased
variables (man or woman, competency and commitment) end result confirmed
wonderful remarks in implementing leadership behavior among undergraduate
enterprise college students. Based totally at the end result said that courting
among man or woman and management behavior among undergraduate scholar
has an enormous dating. This result strengthens through university of Baghdad
that there have a lifestyles of the positive relationships between the character and
the type of management character were statistically big. The result state that
primarily based on the research questions has been proves there are sizeable
relationship between competency and management conduct standard. According
to 30 persons surveyed, pupil leadership abilities have intently associated closer
to mind-set leadership variables and behavior leadership variables. Based on the
journal, to be a leader a person has to willingly be devoted to preserve their jobs
and feature effort to obtain the desires. There are a few relationships associated
between characters, competency and commitment of pupil within the
magnificence with management behavior of them. Based on Vince Lombardi
prices―leaders are not born, they are made” states that college students remains

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fewer in ethical values of conduct in themselves. To be a leader is not only related
with characters, competency and dedication however more conduct fashion had
to be carried out. (Abdul Manaf, Osman, & Abdulla, 2014, p. 163)
Different studies on thel voting behavior of people were found by the
researcher. In a study conducted by the Department of Political Science of Forham
University in 2013 it found out that while heterogeneity, in the shape of a polarized
state, become a chief aspect in both international locations, most affective
Americans discussed how political heterogeneity in the own family impacted their
selection to vote; Ukrainians, as a whole, did not speak politics inside the
household. Corruption changed into diagnosed as a fine impact on vote casting in
both countries, but people typically mentioned corruption in extra summary,
hypothetical phrases or supplied examples of corruption from different
international locations. For Ukrainian children, corruption turned into an each day
truth that closely prompted their vote casting behavior. The most striking similarity
among the 2 international locations, but, turned into the superiority of the internet
as an information supply. For Ukrainians, the internet represented the one place
to gather impartial and trustworthy information; for Americans, the internet was
actually the most convenient supply of information. The changing role of media
turned into noteworthy, given the literature’s awareness on newspapers and

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television and absence of research about the net. (Department of Political Science,
2013)
Based on the study of Dr. Muhamad Fuzi Omar and Muhammad Hanif
Othman showed that there are 4 new factors affecting the students to vote, which
can be manifesto, institution affiliation, candidates and repute quo. There may be
a tremendous mean difference between year of look at and organization affiliation.
On the first 12 months students will vote based on the institution affiliation in
comparison to different degree of college students.
Further, there is additionally a huge mean distinction amongst students’
involvement in society and candidates. Primarily based in this finding, college
students who active in society or membership will look at applicants’ factors
throughout the election compared to non-energetic college students.
Moreover, there may be a tremendous mean difference among type of
organization affiliation. The locating shows college students may additionally have
special guide to candidate based totally on group association. Students from
College of Economics provide greater priority to applicants on organization
association as compared to Human Sciences students.
Finally, there are extensive suggest differences between mind-set in the
direction of election on manifesto element and applicants factor (Omar & Othman,
2014, pp. 39-40).

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A study conducted in Malaysia shows the voting behavior of the students in
the general elections. It is found out that the college students nowadays less
reserved in their opinions about the government and its competition. They sense
a customized responsibility in expressing how they sense toward the
institutionalization of the kingdom and its systems. Such an accelerated and
heightened stage of political participation has ensured the loss in reputation of
positive government guidelines and schedule, mainly the ones which situation the
welfare of the overall Malaysian population.
The students are, as noted in this examine, attracted by way of and pay
near interest to exemplary leadership competencies. To them, an excellent leader
is sincere, moral, informed and authoritative (Pandian, 2014, pp. 229230).
Local Studies
The 2003 update of the psychographics look at differs from the outcomes
of the 1995 elections and examine in the part of what determines the vote. The
modifications in outlook of the voters regarding elections appear to signify
hopelessness. The electorate turning into cynical approximately Philippine politics
hence, the maximum essential thing for them in selecting the candidates the ones
from whom they'll gain most. The primary 3 traits that fall below this thing show
that the citizens’ first attention in deciding on is the blessings from the applicants.

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This implies that electorate have a restricted appreciation of governance and rules
that have an effect on them, such that precise governance is not a primary
component to don't forget in their decision-making.
A study by Jose Carlo Garcia Pano in 2014 argues that credibility and its
dimensions occupy an important position in persuasion and political
communication, particularly inside the context of election. The substantially higher
competence, trustworthiness, and goodwill rankings assigned by selected Filipino
teens to political applicants they voted for, exemplifying tremendous voting
conduct, offer concrete empirical proof to count on the viable have an impact on
of credibility on vote casting styles. Those findings lend support to past research
and different existing literatures, positing that credibility can be key to mind-set
change, or to a certain quantity, mind-set shift, in persuasive communicative
interactions (l. a. Ferle and Choi 2005, 77-seventy nine; Jackson and Darrow 2005,
95-ninety seven). More exactly, the cutting-edge paper’s consequences echo other
proof-based observations that ethos dimensions can be intensely linked with
polling selections, in such route that after perceptions of credibility sides are
wonderful, favorable vote casting styles may additionally comply with (Alsamydai
and Al Khasawneh 2013, 122; Relao 2011, a hundred and fifteen-22; Stephen et
al. 2004 [cited in Alsamydai and Al Khasawneh 2013, 109]; Teven 2008, 389-394).

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The perception that credibility, along with character, has extremely good
weight in electors’ choice method and on their balloting patterns (Stephen et al.
2004 [cited in Alsamydai and Al Khasawneh 2013, 109]; Wayne 2002 [cited in
Teven 2008, 386]) is in addition highlighted in the contemporary study because
the findings may statistically show that the three dimensions of ethos may want
to significantly affect vote casting decisions. Undeniably, the recorded widespread
variations among the respondents’ quantitative exams of the applicants’
competence, trustworthiness, and goodwill offer big proofs of the credibility’s
strength, as a rhetorical device, to partially dictate Filipino teenagers’ polling
behaviors.
The extra findings, derived from the logistic regression (version) check, that
emphasize the ethos dimensions’ natures as predictors of teens’s balloting
behaviors truly attest to the sooner stated announcement that credibility can be
deemed one of the determinants of balloting patterns (Teven 2008, 389-394).
Having stated this, different assumptions can be forwarded: first, that something
takes place to politicians’ credibility degrees will reflect in their potential to market
themselves to the vote casting populace; and 2nd, considering that credibility can
in part forecast vote casting behaviors, the elements that hone ethos at its diverse
states and ranges can also properly have relating polling verdicts.

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Aristotle’s assumption that ethos may be defined by way of the personality
and other developments of the source as perceived via the message receivers is
implicitly established on this observe. The high competence, trustworthiness, and
goodwill ratings assigned to the presidential candidate voted for verify the classical
rhetorical idea’s proposition that factors to the significance of credibility within the
realm of persuasive verbal exchange. The findings, from both the distinction test
and the logistic regression version, may additionally partially prove that ethos is a
valid mode of persuasion in the Philippine setting. The quantitative proof that
indicates the statically good sized outcomes of ethos on Filipino young people’s
balloting behaviors and its predictive nature reaffirm the applicability of a classical
culture within the contemporary and changing instances. more than these, the
constant critiques of ethos aspects supplied in advance might also boost imperative
theoretical implications, helping the tenets of Aristotelian rhetoric, with reference
no longer best to the multidimensionality of credibility, but more extensively, to
the triangular members of the family of competence, trustworthiness, and goodwill
as time-honored and cross-cultural dimensions of ethos.
Filipino teenagers take into account as they solid their votes—ethos. even
supposing there is a rivalry that demographics along with socio-financial fame,
instructional attainment, family history, and different associated signs can have an

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effect on teens’ polling styles, the empirically proven presumption of ethos serving
as a stimulus that shapes informed votes cannot be rejected. (Pano,
2016)
2.3 Synthesis
Students’ voice has been a big factor nowadays especially in the field of
school and government politics. Student leaders are very much evident in the
school setting in the Philippines. These student leaders are elected by the student
body of the school or university. There are different studies on how do youths
inside and outside of the country chooses who will they vote on a school or national
level elections and turn out that ethos or credibility, political heterogeneity,
manifesto, institution affiliation, candidates, repute quo and exemplary leadership
competencies are the factors that they mostly rely on.
The study titled, “Factors Affecting the Preference of the Student Body of
Batangas College of Arts and Sciences, INC. S.Y. 2017-2018 in Electing Student
Leaders” is not a duplicate of any prior researches. It is because the study solely
focuses on the high school students of the said school while prior studies are
focused more on college students.

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CHAPTER 3
RESEARCH METHODOLOGY
This chapter discussed the research design, sampling design, the procedure
for gathering of data, as well as how the resulting data would be interpreted.
3.1 Research Design
The study employed the qualitative research design specifically, the
correlational study. Correlational research design was used to establish or explore
relationships, associations or interdependence between two or more aspects of a
situation (Kumar, 1996). In a correlational research design, researchers were
trying to determine the relationship between variables. In this study, the
researchers wanted to establish a connection between voting preference and the
six factors given.
3.2 Participants of the Study
Probability sampling was used in the study specifically the stratified
sampling. Probability sampling was a type of sampling wherein there was an equal
chance of being chosen from the population. Stratified sampling was used for the

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researchers wanted to highlight a specific subgroup within the population. Also,
researchers could representatively sample even the smallest and most inaccessible
subgroups in the population. This allowed the researchers to sample the rare
extremes of the given population.
Proportionate stratified random sampling was a type of stratified sampling
in which the sample size of each stratum was proportionate to the population size
of the stratum when viewed against the entire population. This meant that each
stratum had the same sampling fraction. This was used in the study for this abled
the researchers have the same number of respondents from each grade level.
There were 25 respondents per grade level with a total of 150 respondents.
The respondents of the study was from the students of the high school
department of Batangas College of Arts and Sciences, Inc. who belonged in one
or more clubs and organizations accredited by the school management.
High school students were chosen for the researchers believed that these
students were already aware of the responsibilities and roles of student leaders in
the school community for they had this in their previous years regardless of what
grade level are they in.

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3.3 Data Gathering and Instrument
The researchers conducted a survey wherein it assessed how did a student
choose whom will he/she vote. The survey questionnaire contained two parts:
demographic data and the standards of a student in choosing student leaders. Part
I determined the basic information of the respondents, why did they choose to
vote in that certain school election, and on how many times did they already vote
in their high school years.
Part II determines how do the respondents choose who will they vote for.
The Likert scale will be used to interpret items in the questionnaire. The
interpretation of the five-point scale is shown in Table 1.
Table 1.
The Five-point Likert Scale
Scale Interpretation
5 Strongly Agree
4 Agree

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3 Uncertain
2 Disagree
1 Strongly Disagree
3.4 Data Gathering and Procedure
To gather data for this study, the researcher performed the following steps:
Determination of respondents
Distribution of survey questionnaires to the respondents
Collection of survey questionnaires from the respondents
Tallying of the gathered data from the survey questionnaires

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Analysis of the gathered data from the survey questionnaires
Interpretation of data
Drawing conclusions
3.5 Data Analysis
The researchers tallied the data collected manually. After tallying, the
researchers analyzed and interpreted the results based on the Five-Point Likert
Scale and determined the most frequent answers of the respondents. Furthermore,
the researchers summarized the results and tabulated them. In order to validate
the study, the researchers used ANOVA One Way Test and Chi-Square Measure of
Independence. The one-way analysis of variance (ANOVA) was used to determine
if there was a significant difference between independent groups. A chi-square

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analysis was performed since there was a need to look for an association between
two categorical groups and that nominal data were present.

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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter included the results of the survey and statistical tests that were
conducted.
A. Descriptive Data
The first part of the survey questionnaires that were distributed includes
the demographic data of the respondents. It seeks to answer if the respondents
voted this school year in any election. It also comprises of the frequency of
their voting and the reasons on why they vote.
I. Do the student body vote in the previous school elections in this school
year?

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Student Participation in any of school elections (SY 2017-

2018)
30
25
20
15
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Yes No
Graph 1. Displays how many students voted in the previous school elections
(for this school year’s currently serving officers). There were 25 respondents in
every grade level. For the Grade 7 students, 23 said yes and two said no. For
Grade 8, there were 25 students who said yes and no one said no. 24 students
from the Grade 9 level informed that they voted in the previous school elections
this year and only one did not. For Grade 10, 24 answered yes and only one
answered no. 23 students from Grade 11 said yes and two said no. Lastly, all
respondents from the Grade 12 said that they voted in any of the school
elections for this year.

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II. Frequency of Voting
Frequency in Students' Voting in any School Election

14
12
10
0
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Once Twice Thrice More than thrice Did not vote
Graph 2. Shows how many times the respondents voted in the said school
elections this school year. Based on the data gathered, the researchers found out
that there were 33 respondents who voted only once for this school year. Four
from Grade 7, ten from Grade 8, eight from Grade 9, five from Grade 10, two from
Grade 11 and four from Grade 12. A total of 31 students voted twice in the school
elections that were conducted this year. Nine from Grade 7, two from both Grade
8 and 9, three from Grade 10, nine from Grade 11 and six from Grade 12. 35
respondents informed that they voted thrice this school year – they were six from
both Grade 7 and 8, seven from Grade 9, four from Grade 10, five from Grade 11
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and seven from Grade 12. Also, there were 45 respondents who voted more than
thrice this school year. Four from Grade 7, seven from both Grade 8 and 9, 12
from Grade 10, eight from Grade 11 and seven from Grade 12. Furthermore, only
six students said that they did not vote in any elections this school year – three
from Grade 7 and one each from Grades 9, 10 and 11.
III. Main Reason on Voting in School Election
Graph 3. Displays the different reasons on why the respondents vote in the
school elections. Based on the data gathered, the researchers found out that there
were 40 respondents – one from Grade 7, four from Grade 8 and 9, 12 from Grade
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10, ten from Grade 11 and 9 from Grade 12, who voted in school elections this
year because it is mandatory. A total of five students – one each from Grade 7, 8,
9, 10 and 12, said that they voted in a specific school election this year because
they were friends with the candidate. Eight students - three from Grade 7 and five
from Grade 12 informed that they voted since they are one of the candidates. Out
of the 150 respondents, 63 students - nine from Grade 7, 12 from both Grade 8
and 9, six from Grade 10, 15 from Grade 11 and nine from Grade 12, voted in
order to exercise their right to vote as a student. Also, 30 students - nine from
Grade 7, six from Grade 8 and 10, eight from Grade 9, and one from Grade 12,
voted in order to have a representative in a certain organization or club.
Furthermore, four students – two each from Grade 7 and 8 specified their own
reason on why they voted this school year in any election.
B. Statistical Analyses of Hypotheses
12 hypotheses were formulated in the beginning of the study in order to
determine significant factors (academic performance, peer pressure, popularity,
social skills, attitude, and leadership profile) affecting BCASians in electing a
student leader and to test if significant relationships existed between voting factors
and voting behavior.

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Each null hypothesis is stated below, followed by the analysis of the data and
discussion relevant to the particular hypothesis. An alpha level of .05 was set for
rejecting the null hypotheses which meant a 95% level of confidence on the part
of the researchers.
1. Hypothesis No.1:
The academic performance of the candidate has no significant
relationship to the voting behavior of the electorate.
Result:
In order to determine if the hypothesis can be rejected or not, data
for academic performance is computed separately using one-way ANOVA.
The summary for the computation is as follows:
Groups Count Sum Average Variance
Column 1 6 163 27.16667 67.36667
Column 2 6 251 41.83333 15.36667
Column 3 6 215 35.83333 115.3667
Column 4 6 86 14.33333 59.06667
Column 5 6 35 5.833333 18.56667
Table 4.1. Summary of Academic Perfomance Responses

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Using an alpha of 0.05 and a df (degree of freedom) of 29, it was
computed that F = 24.11, the P-value = 2.87E-08, and that the F crit =
2.76. Since the P-value is clearly less than the alpha value, we can reject
the null hypothesis for the academic performance and conclude that there
is a significant relationship between the factor academic performance and
the voting behavior of BCASians.
Source of
Variation SS df MS F P-value F crit
5319.33 1329.83 24.1144 2.87E- 2.7587
Between Groups 3 4 3 8 08 1
1378.66 55.1466
Within Groups 7 25 7
Total 6698 29
Table 4.2. ANOVA Summary of Academic Performance Responses
2. Hypothesis No. 2:
Peer pressure has no significant influence to the voting behavior of
the electorate.

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Result:
For peer pressure, same process was applied:
Column 1 6 53 8.833333 51.36667
Column 2 6 150 25 29.2
Column 3 6 247 41.16667 109.3667
Column 4 6 192 32 127.2
Column 5 6 108 18 56
Table 4.3. Summary of Peer Pressure Responses
the null hypothesis for the factor peer pressure and conclude that there is
a significant relationship between the factor peer pressure and the voting
behavior of BCASians.
Source of Variation SS df MS F P-value F crit
1.03E-
Between Groups 3724.333 4 931.0833 12.47655 05 2.75871

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Within Groups 1865.667 25 74.62667
Total 5590 29
Table 4.4. ANOVA Summary of Peer Pressure Responses
The popularity of the candidate has no significant difference to the
Result:
For the factor popularity, the same procedure was still applied:
Column 1 6 90 15 30.4
Column 2 6 175 29.16667 13.36667
Column 3 6 241 40.16667 112.5667
Column 4 6 151 25.16667 50.56667
Column 5 6 89 14.83333 34.56667
Table 4.5. Summary of Popularity Responses

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computed that F = 12.48, the P-value = 1.03E-0
5, and that the F crit = 2.76. Since the P-value is clearly less than
the alpha value, we can reject the null hypothesis for the factor popularity
and conclude that there is a significant relationship between the factor
popularity and the voting behavior of BCASians.
Source of Variation SS df MS F P-value F crit
4.01E-
Between Groups 2704.133 4 676.0333 13.99848 06 2.75871
Within Groups 1207.333 25 48.29333
Total 3911.467 29
Table 4.6. ANOVA Summary of Popularity Responses
The social skills of the candidate have no significant difference to the

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Result:
For the factor social skills, the same process was still applied:
Column 1 6 364 60.66667 280.6667
Column 2 6 288 48 200.8
Column 3 6 82 13.66667 25.86667
Column 4 6 9 1.5 3.1
Column 5 6 7 1.166667 3.766667
Table 4.7. Summary of Social Skills Responses
the null hypothesis for the factor social skills and conclude that there is a
significant relationship between the factor social skills and the voting
behavior of BCASians.
Source of
5.13E-
Between Groups 18299 4 4574.75 44.48415 11 2.75871

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Within Groups 2571 25 102.84
Total 20870 29
Table 4.8. ANOVA Summary of Social Skills Responses
The attitude of the candidate has no significant difference to the
Result:
For the factor attitude, the same procedure was applied:
Column 1 6 288 48 95.6
Column 2 6 232 38.66667 14.26667
Column 3 6 153 25.5 36.7
Column 4 6 63 10.5 48.7
Column 5 6 13 2.166667 3.366667
Table 4.9. Summary of Attitude Responses

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the null hypothesis for the factor attitude and conclude that there is a
significant relationship between the factor attitude and the voting behavior
of BCASians.
Source of
54.6597 5.33E- 2.7587
Between Groups 8685.8 4 2171.45 6 12 1
993.166 39.7266
9678.96
Total 7 29
Table 4.10. ANOVA Summary of Attitude Responses

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The leadership profile of the candidate has no significant impact to
the voting behavior of the electorate.
Result:
And lastly, for the factor leadership profile, the same process was
still applied:
Column 1 6 252 42 17.2
Column 2 6 267 44.5 8.3
Column 3 6 172 28.66667 42.66667
Column 4 6 42 7 6.8
Column 5 6 19 3.166667 4.166667
Table 4.11. Summary of Leadership Profile
Responses
the null hypothesis for the factor attitude and conclude that there is a

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significant relationship between the factor attitude and the voting behavior
of BCASians.
Source of P-
Variation SS df MS F value F crit
140.588 9.46E- 2.7587
Between Groups 8900.2 4 2225.05 7 17 1
395.666 15.8266
9295.86
Total 7 29
Table 4.12. ANOVA Summary of Leadership Profile Responses
There is no significant proof that voting behavior and academic
performance are dependent to one another.
Result:

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In order to determine if the hypothesis can be rejected or not, the
data were subjected to chi-square analysis of independence. This statistical
tool measures observed and expected frequencies to be able to know if
there really is an enough proof that voting behavior is affected by academic
performance.
In Table 4.20, the chi-square computed, is 44.32. Since the
computed chi-square value is greater than the critical value which is 31.41,
we cannot accept the hypothesis stating that there is no enough proof to
conclude that voting behaviour and academic performance are dependent
to one another. The hypothesis is, therefore, rejected.
Observed - Academic Performance
ITEM 5 4 3 2 1 Row
7 33 39 44 7 2 125
8 38 46 20 12 9 125
9 32 37 42 9 5 125
10 18 47 47 10 3 125
11 22 41 36 23 3 125
12 20 41 26 25 13 125

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Column 163 251 215 86 35 750
Table 4.13. Summary of Observed Frequencies of Respondents - Academic Performance
Expected - Academic Performance

Grade 7
5 4 3 2 1
Expected 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333

Partial Sum
- - -
(O-E) 5.833333333 2.833333333 8.166666667 7.333333333 3.833333333
(O-E)^2 34.02777778 8.027777778 66.69444444 53.77777778 14.69444444
((O-
E)^2)/E 1.252556237 0.19189907 1.86124031 3.751937984 2.519047619 9.576681221
Table 4.14. Summary of Expected Frequencies of Grade 7 Respondents

Grade 8
5 4 3 2 1
Expected 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333

Partial Sum
- - -
(O-E) 10.83333333 2.833333333 8.166666667 7.333333333 3.833333333
(O-E)^2 117.3611111 8.027777778 66.69444444 53.77777778 14.69444444

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((O-
E)^2)/E 4.3200409 0.19189907 1.86124031 3.751937984 2.519047619 12.64416588

Grade 9
5 4 3 2 1
Expected 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333

Partial Sum
- - -
(O-E) 4.833333333 4.833333333 6.166666667 5.333333333 0.833333333
(O-E)^2 23.36111111 23.36111111 38.02777778 28.44444444 0.694444444
((O-
E)^2)/E 0.8599182 0.558432935 1.06124031 1.984496124 0.119047619 4.583135188

Grade 10
5 4 3 2 1
Expected 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333

Partial Sum
- - -
(O-E) 9.166666667 5.166666667 11.16666667 4.333333333 2.833333333
(O-E)^2 84.02777778 26.69444444 124.6944444 18.77777778 8.027777778

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((O-
E)^2)/E 3.093047035 0.63811421 3.479844961 1.310077519 1.376190476 9.897274201

Grade 11
5 4 3 2 1
Expected 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333 Partial
- - - Sum
(O-E) 5.166666667 0.833333333 0.166666667 8.666666667 2.833333333
(O-E)^2 26.69444444 0.694444444 0.027777778 75.11111111 8.027777778
((O-
E)^2)/E 0.982617587 0.016600266 0.000775194 5.240310078 1.376190476 7.6164936

Grade 12
5 4 3 2 1
- - - Sum
(O-E) 7.166666667 0.833333333 9.833333333 10.66666667 7.166666667
(O-E)^2 51.36111111 0.694444444 96.69444444 113.7777778 51.36111111

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((O- - - -
E)^2)/E 7.166666667 0.833333333 9.833333333 10.66666667 7.166666667 0

ITEM
5 4 3 2 1
7 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333
8 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333 Chi
9 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333
10 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333
11 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333
12 27.16666667 41.83333333 35.83333333 14.33333333 5.833333333 44.31775
Table 4.20. Final Summary of Expected Frequencies of the Respondents
Note:
1. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20
2. Critical level = 31.41
3. Alpha level = 0.05

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There is no significant proof that voting behavior and peer pressure
are dependent to one another.
Result:
For the second factor, the same statistical treatment was applied;
computed chi-square value is significantly greater than the critical value
which is 31.41, we cannot accept the hypothesis stating that there is no
enough proof to conclude that voting behaviour and peer pressure are
dependent to one another. The hypothesis is, therefore, rejected.
Observed - Peer Pressure
ITEM 5 4 3 2 1 Row
7 22 30 37 25 11 125
8 6 24 48 23 24 125
9 8 21 34 47 15 125
10 4 33 53 25 10 125
11 2 19 49 26 29 125
12 11 23 26 46 19 125
Column 53 150 247 192 108 750

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Table 4.21. Summary of Observed Frequencies of Respondents - Peer
Pressure
Expected -Peer Pressure

Grade 7
5 4 3 2 1
8.83333333 2 41.1666
Expected 3 5 7 32 18
Partial Sum
13.1666666
(O-E) 7 5 -4.16667 -7 -7
173.361111 2 17.3611
(O-E)^2 1 5 1 49 49
19.6257861 0.42172 1.5312 2.7222 25.3009857
((O-E)^2)/E 6 1 7 5 2 8

Grade 8
5 4 3 2 1
Partial Sum
8.83333333 41.1666
Expected 3 25 7 32 18

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2.83333333
(O-E) 3 5 -4.16667 -7 -7
8.02777777 17.3611
(O-E)^2 8 25 1 49 49
0.90880503 0.42172 1.5312 2.7222 6.58400464
((O-E)^2)/E 1 1 7 5 2 9

Grade 9
5 4 3 2 1
Expected 8.833333333 25 41.16667 32 18 Partial Sum
(O-E) -0.833333333 -4 -7.16667 15 -3
(O-E)^2 0.694444444 16 51.36111 225 9
((O-E)^2)/E 0.078616352 0.64 1.247638 7.03125 0.5 9.497504679

Grade 10 Partial Sum
5 4 3 2 1

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8.83333333 41.1666
Expected 3 25 7 32 18
4.83333333 11.8333
(O-E) 3 8 3 -7 -8
23.3611111 140.027
(O-E)^2 1 64 8 49 64
2.64465408 2.5 3.40148 1.5312 3.5555 13.6929441
((O-E)^2)/E 8 6 4 5 6 2

Grade 11
5 4 3 2 1
41.1666
Expected 8.833333333 25 7 32 18
Partial Sum
- 7.83333
(O-E) 6.833333333 -6 3 -6 11
61.3611
(O-E)^2 46.69444444 36 1 36 121

BATANGAS COLLEGE
1.4 1.49055 1.12 6.7222 16.0639390
((O-E)^2)/E 5.286163522 4 3 5 2 5

Grade 12
5 4 3 2 1
Partial
Expected 8.833333333 25 41.16667 32 18
Sum
(O-E) 2.166666667 -2 -15.1667 14 1
(O-E)^2 4.694444444 4 230.0278 196 1
1.77636E-
((O-E)^2)/E 2.166666667 -2 -15.1667 14 1 15
Expected - Peer Pressure

ITEM
5 4 3 2 1
7 8.833333333 25 41.16666667 32 18
8 8.833333333 25 41.16666667 32 18 Chi
9 8.833333333 25 41.16666667 32 18
10 8.833333333 25 41.16666667 32 18
11 8.833333333 25 41.16666667 32 18

BATANGAS COLLEGE
12 8.833333333 25 41.16666667 32 18 71.13938
Note:
1. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20
There is no significant proof that voting behavior and popularity are
Result:
For the third factor, the same procedure was still applied;
conclude that voting behaviour and popularity are dependent to one
another. The hypothesis is, therefore, rejected.
ITEM Observed - Popularity

BATANGAS COLLEGE
5 4 3 2 1 Row
7 22 26 48 16 13 125
8 18 34 39 18 17 126
9 19 25 36 32 13 125
10 8 27 57 28 5 125
11 10 32 33 24 21 120
12 13 31 28 33 20 125
Column 90 175 241 151 89 746
Table 4.28. Summary of Observed Frequencies of Respondents -
Popularity
Expected - Popularity
Grade 7
5 4 3 2 1
15.0804 29.3230 40.3820 25.3016 14.9128
Expected 3 6 4 1 7
Partial Sum
6.91957 - 7.61796 - -
(O-E) 1 3.32306 2 9.30161 1.91287
47.8804 58.0333 86.5199 3.65906
(O-E)^2 6 11.0427 5 2 6

BATANGAS COLLEGE
3.17500 0.37658 1.43710 3.41954 0.24536 8.65360790
((O-E)^2)/E 7 8 8 2 3 3
Grade 8
5 4 3 2 1
15.2010 29.5576 40.7050 25.5040 15.0321
Expected 7 4 9 2 7
Partial Sum
2.79892 - 7.61796 - -
(O-E) 8 3.32306 2 9.30161 1.91287
7.83399 58.0333 86.5199 3.65906
(O-E)^2 6 11.0427 5 2 6
0.51535 0.37658 1.43710 3.41954 0.24536 5.99395927
((O-E)^2)/E 8 8 8 2 3 1
Grade 9
5 4 3 2 1
Partial Sum
15.0804 29.3230 40.3820 25.3016 14.9128
Expected 3 6 4 1 7

BATANGAS COLLEGE
3.91957 - - 6.69839 -
(O-E) 1 4.32306 4.38204 1 1.91287
15.3630 18.6888 19.2022 44.8684 3.65906
(O-E)^2 4 2 5 5 6
0.63734 0.47551 1.77334 0.24536 4.15030348
((O-E)^2)/E 1.01874 2 5 4 3 5
Grade 10
5 4 3 2 1
15.0804 29.3230 40.3820 25.3016 14.9128
Expected 3 6 4 1 7
Partial Sum
- - 16.6179 2.69839 -
(O-E) 7.08043 2.32306 6 1 9.91287
50.1324 5.39659 276.156 7.28131 98.2649
(O-E)^2 7 1 7 6 6
0.18403 6.83860 0.28778 6.58927 17.2240349
((O-E)^2)/E 3.32434 9 2 1 3 6

BATANGAS COLLEGE
Grade 11
5 4 3 2 1
14.4772 28.1501 38.7667 24.2895 14.3163
Expected 1 3 6 4 5
Partial Sum
- 3.84986 - - 6.68364
(O-E) 4.47721 6 5.76676 0.28954 6
20.0454 14.8214 33.2554 0.08383 44.6711
(O-E)^2 3 7 8 6 3
1.38461 0.52651 0.85783 0.00345 3.12028 5.89270706
((O-E)^2)/E 9 5 5 2 6 7
Grade 12
5 4 3 2 1
15.0804 29.3230 40.3820 25.3016 14.9128
Expected 3 6 4 1 7
Partial Sum
- 1.67694 7.69839 5.08713
(O-E) 2.08043 4 -12.382 1 1
4.32818 153.314 59.2652 25.8789
(O-E)^2 5 2.81214 9 3 1

BATANGAS COLLEGE
- 1.67694 7.69839 5.08713
((O-E)^2)/E 2.08043 4 -12.382 1 1 0
ITEM
5 4 3 2 1
7 15.08042895 29.3230563 40.38203753 25.30160858 14.91286863
8 15.20107239 29.55764075 40.70509383 25.50402145 15.03217158 Chi
9 15.08042895 29.3230563 40.38203753 25.30160858 14.91286863
10 15.08042895 29.3230563 40.38203753 25.30160858 14.91286863
11 14.4772118 28.15013405 38.76675603 24.28954424 14.31635389
12 15.08042895 29.3230563 40.38203753 25.30160858 14.91286863 41.91461
Note:
1. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20

BATANGAS COLLEGE
There is no significant proof that voting behavior and social skills are
Result:
For the fourth factor, social skills, the same process was still applied;
conclude that voting behaviour and popularity are dependent to one
another. The hypothesis is, therefore, rejected.
Observed - Social Skills
ITEM 5 4 3 2 1 Row
7 78 31 14 1 1 125
8 57 49 14 1 5 126
9 68 36 19 1 0 124
10 42 65 16 1 1 125

BATANGAS COLLEGE
11 78 43 4 0 0 125
12 41 64 15 5 0 125
Column 364 288 82 9 7 750
Table 4.36. Summary of Observed Frequencies of Respondents - Social Skills
Expected - Social Skills

Grade 7
5 4 3 2 1
Expected 60.66667 48 13.66667 1.5 1.166667 Partial Sum
(O-E) 17.33333 -17 0.333333 -0.5 -0.16667
(O-E)^2 300.4444 289 0.111111 0.25 0.027778
((O-E)^2)/E 4.952381 6.020833 0.00813 0.166667 0.02381 11.17182056

Grade 8
5 4 3 2 1
Expected 61.152 48.384 13.776 1.512 1.176 Partial Sum
(O-E) -4.152 -17 0.333333 -0.5 -0.16667
(O-E)^2 17.2391 289 0.111111 0.25 0.027778
((O-E)^2)/E 0.281906 6.020833 0.00813 0.166667 0.02381 6.501345414

BATANGAS COLLEGE

Grade 9
5 4 3 2 1
Expected 60.18133 47.616 13.55733 1.488 1.157333 Partial Sum
(O-E) 7.818667 -11.616 5.442667 -0.488 -1.15733
(O-E)^2 61.13155 134.9315 29.62262 0.238144 1.33942
((O-E)^2)/E 1.015789 2.833742 2.184989 0.160043 1.157333 7.351896202

Grade 10
5 4 3 2 1
(O-E) -18.6667 17 2.333333 -0.5 -0.16667
(O-E)^2 348.4444 289 5.444444 0.25 0.027778
((O-E)^2)/E 5.74359 6.020833 0.398374 0.166667 0.02381 12.35327325

Grade 11 Partial Sum
5 4 3 2 1

BATANGAS COLLEGE
Expected 60.66667 48 13.66667 1.5 1.166667
(O-E) 17.33333 -5 -9.66667 -1.5 -1.16667
(O-E)^2 300.4444 25 93.44444 2.25 1.361111
((O-E)^2)/E 4.952381 0.520833 6.837398 1.5 1.166667 14.97727933

Grade 12
5 4 3 2 1
(O-E) -19.6667 16 1.333333 3.5 -1.16667
(O-E)^2 386.7778 256 1.777778 12.25 1.361111
((O-E)^2)/E -19.6667 16 1.333333 3.5 -1.16667 2.88658E-15

ITEM
5 4 3 2 1
7 60.66666667 48 13.66666667 1.5 1.166666667
8 61.152 48.384 13.776 1.512 1.176 Chi
9 60.18133333 47.616 13.55733333 1.488 1.157333333
10 60.66666667 48 13.66666667 1.5 1.166666667
11 60.66666667 48 13.66666667 1.5 1.166666667

BATANGAS COLLEGE
12 60.66666667 48 13.66666667 1.5 1.166666667 52.35561
Note:
1. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20
There is no significant proof that voting behavior and attitude are
Results:
For the attitude factor, the same procedure was still applied;
conclude that voting behaviour and attitude are dependent to one another.
The hypothesis is, therefore, rejected.

BATANGAS COLLEGE
Observed - Attitude
ITEM 5 4 3 2 1 Row
7 50 42 26 6 1 125
8 55 38 22 4 5 124
9 62 43 16 3 1 125
10 36 40 34 14 1 125
11 46 33 27 18 1 125
12 39 36 28 18 4 125
Column 288 232 153 63 13 749
Table 4.44. Summary of Observed Frequencies of Respondents - Attitude
Expected -Attitude
Grade 7
5 4 3 2 1
48.0640 38.7182 25.5340 10.5140 2.16955
Expected 9 9 5 2 9
Partial Sum
1.93591 3.28170 0.46595 - -
(O-E) 5 9 5 4.51402 1.16956
3.74776 10.7696 0.21711 20.3763 1.36786
(O-E)^2 5 1 4 6 9

BATANGAS COLLEGE
0.07797 0.27815 0.00850 1.93801 0.63048 2.93313155
((O-E)^2)/E 4 3 3 9 2 1
Expected -Attitude
Grade 8
5 4 3 2 1
47.6795 38.4085 25.3297 10.4299 2.15220
Expected 7 4 7 1 3
Partial Sum
7.32042 3.28170 0.46595 - -
(O-E) 7 9 5 4.51402 1.16956
53.5886 10.7696 0.21711 20.3763 1.36786
(O-E)^2 5 1 4 6 9
1.12393 0.27815 0.00850 1.93801 0.63048 3.97909041
((O-E)^2)/E 3 3 3 9 2 8
Expected -Attitude
Grade 9
5 4 3 2 1
Partial Sum
48.0640 38.7182 25.5340 10.5140 2.16955
Expected 9 9 5 2 9

BATANGAS COLLEGE
13.9359 4.28170 - - -
(O-E) 1 9 9.53405 7.51402 1.16956
194.209 18.3330 90.8980 56.4604 1.36786
(O-E)^2 7 3 2 8 9
4.04064 0.47349 3.55987 5.37001 0.63048 14.0745155
((O-E)^2)/E 1 8 5 9 2 9
Expected -Attitude
Grade 10
5 4 3 2 1
48.0640 38.7182 25.5340 10.5140 2.16955
Expected 9 9 5 2 9
Partial Sum
- 1.28170 8.46595 3.48598 -
(O-E) 12.0641 9 5 1 1.16956
145.542 1.64277 71.6723 12.1520 1.36786
(O-E)^2 2 8 9 7 9
3.02808 0.04242 2.80693 1.15579 0.63048 7.66372767
((O-E)^2)/E 5 9 4 6 2 5

BATANGAS COLLEGE
Expected -Attitude
Grade 11
5 4 3 2 1
48.0640 38.7182 25.5340 10.5140 2.16955
Expected 9 9 5 2 9
Partial Sum
- - 1.46595 7.48598 -
(O-E) 2.06409 5.71829 5 1 1.16956
4.26044 32.6988 2.14902 56.0399 1.36786
(O-E)^2 9 5 3 2 9
0.08864 0.84453 0.08416 5.33001 0.63048 6.97783765
((O-E)^2)/E 1 2 3 9 2 9
Expected -Attitude
Grade 12
5 4 3 2 1
48.0640 38.7182 25.5340 10.5140 2.16955
Expected 9 9 5 2 9
Partial Sum
- - 2.46595 7.48598 1.83044
(O-E) 9.06409 2.71829 5 1 1
82.1576 7.38910 6.08093 56.0399 3.35051
(O-E)^2 4 6 2 2 3

BATANGAS COLLEGE
- - 2.46595 7.48598 1.83044 1.77636E-
((O-E)^2)/E 9.06409 2.71829 5 1 1 15
Expected - Attitude
ITEM
5 4 3 2 1
7 48.06408545 38.71829105 25.53404539 10.51401869 2.169559413
8 47.67957276 38.40854473 25.32977303 10.42990654 2.152202937 Chi
9 48.06408545 38.71829105 25.53404539 10.51401869 2.169559413
10 48.06408545 38.71829105 25.53404539 10.51401869 2.169559413
11 48.06408545 38.71829105 25.53404539 10.51401869 2.169559413
12 48.06408545 38.71829105 25.53404539 10.51401869 2.169559413 35.6283
Note:
4. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20

BATANGAS COLLEGE
There is no significant proof that voting behavior and leadership are
Results:
For the last factor, the same process was still applied;
computed chi-square value is less than the critical value which is 31.41, we
cannot reject the hypothesis stating that there is no enough proof to
conclude that voting behaviour and leadership profile are dependent to one
another. The hypothesis is, therefore, accepted.
Observed - Leadership Profile
ITEM 5 4 3 2 1 Row
7 38 44 36 2 5 125
8 46 46 20 9 5 126
9 38 47 32 7 1 125
10 44 45 28 7 1 125
11 47 46 22 8 2 125
12 39 39 34 9 5 126

BATANGAS COLLEGE
Column 252 267 172 42 19 752
Table 4.52. Summary of Observed Frequencies of Respondents - Leadership Profile
Expected -Leadership Profile

Grade 7
5 4 3 2 1
Expected 41.88829787 44.38164894 28.59042553 6.981382979 3.158244681

Partial
- - Sum
(O-E) 3.888297872 -0.381648936 7.409574468 4.981382979 1.841755319
(O-E)^2 15.11886034 0.14565591 54.9017938 24.81417638 3.392062656
((O- 6.91287
E)^2)/E 0.360932793 0.003281895 1.920285997 3.55433536 1.074034155 0199

Grade 8
5 4 3 2 1
- Sum
(O-E) 3.776595745 -0.381648936 7.409574468 4.981382979 1.841755319
(O-E)^2 14.26267542 0.14565591 54.9017938 24.81417638 3.392062656
((O- 6.88972
E)^2)/E 0.337790751 0.003281895 1.920285997 3.55433536 1.074034155 8157

BATANGAS COLLEGE

Grade 9
5 4 3 2 1
- - Sum
(O-E) 3.888297872 2.618351064 3.409574468 0.018617021 2.158244681
(O-E)^2 15.11886034 6.855762293 11.62519805 0.000346593 4.658020102
((O- 2.39694
E)^2)/E 0.360932793 0.154472906 0.406611578 4.96454E-05 1.47487626 3183

Grade 10
5 4 3 2 1
- - Sum
(O-E) 2.111702128 0.618351064 0.590425532 0.018617021 2.158244681
(O-E)^2 4.459285876 0.382358038 0.348602309 0.000346593 4.658020102
((O- 1.60219
E)^2)/E 0.106456602 0.008615228 0.012192974 4.96454E-05 1.47487626 071

BATANGAS COLLEGE

Grade 11
5 4 3 2 1
- - Sum
(O-E) 5.111702128 1.618351064 6.590425532 1.018617021 1.158244681
(O-E)^2 26.12949864 2.619060166 43.43370869 1.037580636 1.341530741
((O- 2.77536
E)^2)/E 0.623789936 0.059012232 1.519169718 0.148621074 0.424770997 3956

Grade 12
5 4 3 2 1
- Sum
(O-E) 3.223404255 -5.736702128 5.180851064 1.962765957 1.816489362
(O-E)^2 10.39033499 32.9097513 26.84121775 3.852450204 3.299633601
((O- - 1.77636
E)^2)/E 3.223404255 -5.736702128 5.180851064 1.962765957 1.816489362 E-15

BATANGAS COLLEGE
Expected - Leadership Profile

ITEM
5 4 3 2 1
7 41.88829787 44.38164894 28.59042553 6.981382979 3.158245
8 42.22340426 44.73670213 28.81914894 7.037234043 3.183511 Chi
9 41.88829787 44.38164894 28.59042553 6.981382979 3.158245
10 41.88829787 44.38164894 28.59042553 6.981382979 3.158245
11 41.88829787 44.38164894 28.59042553 6.981382979 3.158245
12 42.22340426 44.73670213 28.81914894 7.037234043 3.183511 20.5771
Note:
1. Df = (row-1) (column-1) = (5-1) (6-1) = (4) (5) = 20

BATANGAS COLLEGE
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presented the summary of findings, conclusions, and
recommendations of the research study.
5.1 Summary of Findings
With the purpose of determining the factors affecting the voting behavior
of the student body of BCAS and examining the effects of these factors in the
student body’s voting preference, and through the use of a survey questionnaire
specifically designed for said purposes, the study was able to find out that:
1. From the sample consisted of 150 students from both Junior High School
and Senior High School Department, 6 out of 150 students (4%) were
not able to vote in any of the previous school elections.
2. Out of 150 respondents, only 6 students (4%) did not vote in any of the
previous school elections. Twenty-two percent (33 students) voted only
once, 31 students (20.67%) voted twice, 35 students (23.33%) voted
three times in the previous school elections, and the remaining thirty
percent (45 students) voted more than thrice.
3. Forty respondents (26.67%) voted in the school elections because it was
mandatory. Only three percent (5 students) voted because they were

BATANGAS COLLEGE
friends with the candidate/s. Eight students (5.3%) voted because they
were one of the candidates and this would increased their chance of
winning while twenty percent (30 students) voted in order to have a
representative in a certain organization or club. Forty-two percent (63
students) voted to exercise their right to vote as a student. Four
students (2.67%) specified their reason behind them voting in the
previous school elections.
4. For the first six hypotheses, all ANOVA computations yielded a P-value
that is less than the alpha level which is 0.05, hence the rejection of null
hypothesis. It was therefore found that there was a significant difference
between that of all the six voting factors and the voting behavior of the
student body of BCAS.
Critical Value P-Value Rejected or not
Academic Performance 2.7587 2.86702E-08 Rejected
Peer Pressure 2.7587 1.02937E-05 Rejected
Popularity 2.7587 4.00634E-06 Rejected
Social Skills 2.7587 5.12838E-11 Rejected
Attitude 2.7587 5.33202E-12 Rejected
Leadership Profile 2.7587 9.45946E-17 Rejected

BATANGAS COLLEGE
5. For the rest of the hypotheses, five out of six chi-square computations
yielded a P-value that was significantly higher than the critical value of
31.41. Since the P-value was significantly higher than the critical value,
the hypothesis was rejected that there was no enough proof to say that
the six voting factors and voting behavior were dependent to one
another. On the other hand, the null hypothesis stated for the last factor
– leadership profile – was accepted since its chi-square computation
yielded a P-value that was significantly lower than the critical value of
31.41.
Critical Value P-Value Rejected or not
Academic Performance 31.41 44.31775009 Rejected
Peer Pressure 31.41 71.13937828 Rejected
Popularity 31.41 41.91461269 Rejected
Social Skills 31.41 52.35561475 Rejected
Attitude 31.41 35.6283029 Rejected
Leadership Profile 31.41 20.57709621 Accepted
5.2 Conclusions
Based upon the findings of statistical tests summarized in the preceding
section of this chapter, the following conclusions have been made:

BATANGAS COLLEGE
1. Most students voted in any of the previous school elections of BCAS. It
could therefore be concluded that the voters’ turnout is high and this
means that democracy was practiced in the institution.
2. Majority of the students voted more than thrice in the previous school
elections.
3. Majority of the respondents voted in order to exercise their right as a
student. Again, this showed that democracy prevailed in BCAS.
4. There is a significant difference between the six voting factors identified
by the researchers themselves (academic performance, peer pressure,
popularity, social skills, attitude, and leadership profile) and the voting
behavior of BCAS high school students as deduced from the rejection of
the null hypothesis computed in the previous parts of this chapter. This
means that all six voting factors have something to do with how a
student would vote in the school elections.
5. There is a significant proof between five voting factors identified by the
researchers themselves (academic performance, peer pressure,
popularity, social skills and attitude) and the voting behavior of BCAS
high school students as computed from the chi-square measure of
independence. A significantly high chi-value from all five factors
(academic performance - 44.32, peer pressure - 71.14, popularity -
41.91, social skills - 52.36, attitude - 35.63) against 31.41 proves that
BATANGAS COLLEGE
the variables may affect one another. On the other hand, leadership
profile factor yielded a P value which is lower than the critical value,
20.58 against 31.41. This means that out of the six voting factors
identified, only the last factor which is leadership profile is independent
to the voting behavior; the other five are dependent to voting behavior
and vice versa.
5.2 Recommendations
Based on the summary of findings and conclusion derived from the study, the
researchers recommended the following:
1. The study would be improved if all the respondents have voted in the
previous elections. In this way, researchers could assure that the results
were more valid and reliable.
2. Faculty should encourage the students to participate in every school
elections. The institution should recognize that because of their decision
of removing classroom campaigns during the campaign period, the
students weren’t giving much attention during meeting de avances and
they seem to be not interested in the platforms of the candidates. This,
leads to poor voting standards.

BATANGAS COLLEGE
3. Since it is the students’ right to vote in any school election, it is now their
duty to elect leaders who has the ability to positively lead them.
4. Further research investigating the underlying factors affecting voting
behaviour of students is recommended. Such research would be useful
for the students to analyze their pattern of voting and provide a guide in
electing a student leader.
5. Students – voters – must look into the candidates’ leadership profile and
determine whether he or she have been a good leader in his or her past
position. Moreover, future researches concerning the leadership profile of
the candidates are recommended.

BATANGAS COLLEGE
REFERENCE
A. Journal Articles
Amasuomo, J. O. (2013). Academic Performance Of Students Admitted With

Different Entry Certificates To The Nigerian Certificate In Education
Programme At The Federal College Of Education (Technical), Omoku.
Journal of Technology and Science Education.
B. Online Articles
Estudos de Psicologia. (2013, April). Retrieved from Scielo:

http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-
166X2013000200001
Lawson, C. (2003, January 1). Social Skills and School. Retrieved from The Center
for Development and Learning: http://www.cdl.org/articles/social-skills-
and-school/
Lawson, M. A. (2015, December 9). American Educational Research Association.
Retrieved from Sage Journals:
http://journals.sagepub.com/doi/full/10.1177/2332858415615856
Santiago, R. (n.d.). The Voting Behavior and Preferences of Voters in Purok 5,
Brgy.31-D, Davao City. Retrieved from Academia:
http://www.academia.edu/16762382/The_Voting_Behavior_and_Preferenc
es_of_Voters_in_Purok_5_Brgy.31-D_Davao_City
Student Leadership. (2017). Retrieved from British School Manila:
https://www.britishschoolmanila.org/curriculum/student-leadership
What Factors Influence Uk Voting Behaviour Politics Essay . (2015, March).
Retrieved from UK Essays:
https://www.ukessays.com/essays/politics/what-factors-influence-uk-
voting-behaviour-politics-essay.php
Yasmin Carino, B. C. (2016, February 13). A Look at the Behavior of the Electorate.
Retrieved from The Lasallian: http://thelasallian.com/2016/02/13/road-to-
2016-a-look-at-the-behavior-of-the-electorate/

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BATANGAS COLLEGE

OF ARTS AND SCIENCES, INC.

1.1 Background of the Study

progress, prosperity and integrity.

in the country. Former Higher Education Minister of Malaysia, Muhammad Khaled

Banaybanay Concepcion, Lipa City, Batangas 4217

would be the newest set of members of a certain club or organization. However,

(academic performance, peer pressure, popularity, social skills, attitude and

high school student body of BCAS.

1.2 Statement of the Problem

identified by the researchers, through observation, affect the voting behaviour of

Banaybanay Concepcion, Lipa City, Batangas 4217

4. Is there a significant difference between each one of the six voting

factors 1) peer pressure, 2) academic performance, 3) popularity, 4)

social skills, 5) attitude, and 6) leadership profile identified by the

of BCAS are dependent to one another?

𝐻0 1 = The academic performance of the candidate had no significant relationship

to the voting behavior of the electorate.

𝐻0 2= Peer pressure had no significant influence to the voting behavior of the

𝐻0 3= The popularity of the candidate had no significant influence on the voting

behavior of the electorate.

behavior of the electorate.

𝐻0 6= The leadership profile of the candidate had no significant impact to the

voting behavior of the electorate.

𝐻0 7= There was no significant proof that voting behavior and academic

performance were dependent to one another.

dependent to one another.

dependent to one another.

dependent to one another.

Banaybanay Concepcion, Lipa City, Batangas 4217

dependent to one another.

dependent to one another.

1.4 Conceptual Framework

Banaybanay Concepcion, Lipa City, Batangas 4217

were the intervening variables.

1.5 Significance of the Study

Leaders” benefited the following groups:

they could use in creating campaign strategies.

Banaybanay Concepcion, Lipa City, Batangas 4217

positively influence the students.

election strategies that could be implemented by the school in future elections

since it will be helpful in organizing school elections and in choosing leaders.

students’ preference in electing student leaders.

1.6 Scope and Limitations

students to get a precise gathering and assessment of data.

1.7 Definition of Terms

Academic Performance – Educational overall performance was

characterized with the aid of overall performance on exams associated with

coursework and the overall performance of students on other types of

examinations (Kyoshaba, 2009).

Attitude – Attitude referred to how do a student acts and behaves in

the school community.

Leadership profile – Leadership profile referred to the previous

of the same or different club and organization in the previous year/s. )

Popularity – Popularity referred to how famous a student was in the

Preference – Preference was the power or opportunity of choosing.

Banaybanay Concepcion, Lipa City, Batangas 4217

interact and talk with one another. (Patrick, 2008).

were enrolled in BCAS.

Student Leaders – Student leaders were students who hold position in

the different clubs and organizations in the school.

Banaybanay Concepcion, Lipa City, Batangas 4217