GRADE 12 ACCOUNTANCY, BUSINESS AND MANAGEMENT

STUDENT’S SATISFACTION WITH SCHOOL SERVICES

AND THEIR ACADEMIC PERFORMANCE

A Research Presented
to the Faculty of the Senior High School Department
Bacolod City National High School
Bacolod City

In Partial Fulfillment
of the Requirements in Inquiries, Investigation and Immersion
Accountancy, Business and Management (ABM) Strand

DIVINE A. DELGADO
GRACETON P. GALIDO
RAMIE JOY M. LIBONA
ALLIAH ROSE P. SUAREZ

April 2019
 INTRODUCTION

Background of the Study

Student satisfaction pertains to the student's perception of how they truly

understand the value of learning received in attending in an educational institution. In the

world of education, there are various factors or elements presented that play a vital role in

which an individual can satisfy his or her needs and expectations. These particular

elements or factors are determined by the methods of teaching, the availability of

teaching and learning resources and the ability and willingness of the teachers and the

students as well. In addition, students will only be satisfied when he or she achieves

expectations hence, it is a willful accomplishment which results to one's contentment.

Achieving true satisfaction does not only pertain to how he or she fully absorbs the

lessons but if he or she comprehends what it is all about as well as if he or she is able to

apply it in real life situations. Satisfaction comes definitely from riding the wave forward

rather than paddling hard to catch up. People who live satisfied lives are better equipped

to deal with trials and obstacles coming their way. Truly satisfied people know that

knowledge is its own reward and that it leads to success as well.

The measurement of student satisfaction can be useful in an educational

institution because it may help them to pinpoint strengths and identify areas for

improvement. The purpose of this study is to measure the gap between the perceptions

and expectations of users of school services as a form of evaluation of the performance of

the school. It may also be a tool to identify if an institution needs continuous

improvement including the quality of school services available to users. In addition to the

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continuously updated curriculum, school services also need to be improved for campus

advancement. This research also wanted to know the relation between the quality of

school services and user satisfaction. At the same time, it can provide input for the school

management to make continuous improvement.

Statement of the Problem

Generally, this study aimed to determine the relationship between the student’s

Level of satisfaction with school services of Bacolod City National High School to their

academic performance for the first semester of the School Year 2018-2019.

Specifically, this study aimed to answer the following questions:

1. What is the level of satisfaction with school services of grade 12 Accountancy,

Business and Management students according to the following sections and when

these sections are combined all together?

a. ABM A

b. ABM B

c. ABM C

2. What is the level of academic performance of grade 12 ABM students when

grouped according to the aforementioned sections and when these sections are

combined all together?

3. Is there a significant difference in the level of satisfaction of grade 12 ABM

students when grouped according to sections?

4. Is there a significant relationship between student’s level of satisfaction to their

academic performance?

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Hypotheses

The hypothesis below was based on the specific problem of the study:

There is no significant difference in the level of satisfaction of Grade 12 ABM

students when grouped according to sections.

There is no significant relationship between the level of satisfaction of ABM

students with school services to their academic performance.

Theoretical Framework

This study was anchored to the System's Theory (input-output Model) developed

by Ludwig Van Bertalanffy and Weihrich (1988) which postulates that an organized

enterprise does not exist in isolation; it's dependent on its environment in which it's

established.

As adapted in this study, student's input was determined by different intelligent

quotient, family and educational background. As they get into the school, such students

undergo processes in which they can learn with the aid and availability of resources that

is attributed to that school. The impact or effectiveness of such variables was measured

through the output of the students in terms of its academic performance.

According to Robbins (1980), the impact or effectiveness of such variables could only be

determined if it causes a change in the organization and its subsystem components. Thus,

the inputs, the processors and the generators should function well to be able to achieve

the desired outcome. Sales (1997) agrees Robbins (1980), states that all system in an

organization must work in harmony to be able to achieve the overall goal of such system.

Input-output model, assumed that the school with high level of variables will enable

students to produce high level of performance which can be measured in terms of its

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academic performance. The school or organization must fully understand and ensure that

all parties should work together to be able to produce a good result. They must know that

the academic performance of the students is dependent on the level of availability of

resources of the school. In doing so, the students can achieve high level of satisfaction

because the organization is able to provide an appropriate environment with the best

facilities since availability of such resources assists students to fully comprehend their

lessons which could drive them to academic achievement.

Conceptual Framework

Students’ level of satisfaction with school services may have a significant

relationship with the academic performance of the students. According to Walker,

Marshall and Hudson (1999) Students Satisfaction is a multidimensional process which

was influenced by different factors. Wilkins and Balakrishnan (2013) identified quality of

lecturers, quality of physical facilities and effective use of technology as key

determinants of student’s satisfaction. In line with this, researchers posed a conceptual

framework that narratively stated or graphically explained the concepts which addresses

the major issues in the study, including the variables and the relationship between them.

Figure 1 shows the relationship between two sets of variables in the study. The

independent variable which consists of the level of satisfaction of students on school

services while dependent variable was conceptualized by their academic performance.

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 Independent Variable Dependent Variable

Students’ Level of
Academic
Satisfaction on Performance
School services

Figure 1. A Schematic Diagram illustrating the relationship between Students Level of

Satisfaction on School Services and the Academic Performance of the Grade 12 ABM
students conceptualizing the Independent and Dependent Variable respectively.

Scope and Limitation

The researchers focused on the relationship between the students’ level of

satisfaction with school services to the academic performance of Grade 12 Accountancy,

Business and Management students of Bacolod City National High School.

This study has a total population of 114 students but the researcher only limited

the study to a sample size of 89 participants of Grade 12 ABM students. The target

population was under observation during the first semester of the school year 2018-2019.

This study only concentrates on whether there is a significant relationship between

students’ level of satisfaction with the school services to their academic performance.

Significance of the Study

The findings of this study are significant for the following:

School Administrators. The outcome of this study serves as an essential

information in determining the actions that can be taken to improve the student's learning

in accounting subjects at Bacolod City National High School. This helps them make new

techniques for the teachers' teaching strategy.

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 School. This study helps them to implement a better program to improve and

enhance the student's academic performance. To maintain a good impression of the

school performance towards the student’s academic performance.

Teachers. This give assistance to how they handle their students' academic

performance and to give them an idea on what to improve in their teaching styles that will

facilitate the students learning.

Students. This study may be beneficial to students since this will serve as their

reference regarding their learning preferences towards accounting subjects. This will

most likely help them better understand the coverage of the lesson or what the contents

of the curriculum are, specifically, the Accountancy, Business and Management.

Researchers. This study is also beneficial to the researchers because through this

study, the researchers gain additional knowledge in enhancing and improving their

research skills.

Future Researchers. This study may be beneficial to them since they can have an

idea and basis for their own study. This study will serve as their foundation for future

literature for the topics regarding the effects of teaching strategies on student’ s academic

performance and it can also assist them to enhance their skills and knowledge in making

their research.

Definition of Terms

To aid in the understanding of the study, the following terms were defined

conceptually and operationally:

Academic Performance. Conceptually defined as the student's reporting of the

past semester CGPA/GPA and their expected GPA for the current semester (igi-global

6
dictionary). As used in the study, it serves as a dependent variable that is being measured

or observed in the study.

Accounting. It is conceptually defined as a systematic and comprehensive

recording of financial transactions pertaining to a business (Investopedia, 2018). As used

in the study, it is a subject of Grade 12 ABM students specifically the Fundamental of

Accounting 1 for the first semester of the School Year 2018-2019.

Bacolod City National High School (BCNHS). Conceptually defined as a

general public secondary school at P.Hernaez Extension, Barangay Taculing, Bacolod

City (bacolodcityhighschool.weebly.com). As used in the study, it is a school that offers

ABM strand and it is where the study is conducted.

School Services. Conceptually defined as a system of integrated services

provided to students to enhance their educational environment (igi -global dictionary). As

used in the study, it acts as the main subject used to determine degree of satisfaction of

the students.

Senior High School (SHS). Conceptually defined as a school including grade 10

to 12(Merriam- Webster Dictionary). As used in the study, it is the curriculum used by

the researchers and the participants.

Students. Conceptually defined as one who attends a school (Merriam-Webster

Dictionary). Operationally, it is the Grade 12 ABM students enrolled at Bacolod City

National High School for the first semester of the school year 2018-2019.

Students' Satisfaction. Conceptually defined as a short-term attitude resulting

from an evaluation of student educational experience, services, and facilities (student’s

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satisfaction in higher education). As used in the study, it is the independent variable that

is being manipulated in the study.

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 Review of Related Literature

This chapter presents the related literature and studies after the thorough and in

depth search done by the researchers. This will also present the synthesis.

School Services

One of the substantial investments for most nations is Education and Teachers are

one of the biggest professional groups (Monteiro 2014; Harris, 2013). School Facilities

serves as the place for the children to learn better and easier. The term School facilities

refers to the following attributes of a school's physical environment: the location, site,

capacity, condition of the building; and the available utilities, services and equipment

(Figueroa, Lim & Lee. 2016).

The well-maintained classrooms, suitable classroom furniture, tap water, toilets,

computer room and event centre was correlated with academic achievement.

Management of Education facilities requires significant investment thus the primary

focus can be given to school building specifications that contributes to learning. This was

especially essential for the current education environment of the Philippines due to the

recent reform in their education system necessitating rapid school building expansions

(Okabe 2013, Shahani 2015). In the study of (Figueroa et.al. 2016) identified that school

facilities should be prioritized given the social and economic infrastructure of a district.

Over the past decades, research has confirmed that the teachers had substantial impacts

on their student's academic and lifelong success (Chetty, Friedman & Rockoff, 2014;

Jackson, 2012; Nye, Konstantopoulos, & Hedges, 2014).Recent investigation also had

uncovered some characteristics of effective classroom, environments, including

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teacher's organizational skills and interaction with the students (Grossman, Loeb, Cohen

& Wyckoff, 2013; McCaffrey, Miller & Staiger, 2013).

One of the facilities that a school must have is a canteen. As explained by

(Janesburg, 2013) a canteen is a facility which serves food in a cafeteria-style setting. A

canteen is a place where different kind of foods are served to different people in the

school especially the students.

Satisfactions

Satisfaction is a feeling of happiness that obtain when person fulfilled his or her needs

and desires ( Salf, N.I., 2014). Student's satisfaction can be defined as a short term attitude

resulting from an evaluation of student's educational experience, services and facilities.

Early it was measured by common satisfaction framework but later educations specify a

satisfaction model was developed (Weerasinghe, Lalitha & Fernando, 2017). Students’

satisfaction with students’ affairs department is an important aspect to study because Colleges and

Universities exist to educate students (Rudge, Natasja, 2014). Student’s satisfaction was a

significant factor in the success of the school or Universities. Student’s satisfaction can

be a relative measurement to determine student's overall feelings towards the school

teaching system. In addition, Naaj et al., (2012) noted that most college students spend

considerable time, money, and effort in obtaining a quality education and should perceive

their post-secondary educational experiences as being high value (Laguador, Villas &

Delgado, 2014). Akbariyeh (2012) writes that customer satisfaction and service quality are

crucial factors in the analysis competitors. If we looked students as customers, then Universities

and Colleges are the competition. It seems important then that the attention is paid by service

quality. Mediphour (2013) stated that satisfaction survey was a management information

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system that continuously captures the voice of students through the assessment of

performance from the students' point of view. Moreover, Mancao (2013) reaffirms that

through survey of student’s satisfaction, the institution was able to pinpoint their

institutional strength as well as areas in need of improvement.

Academic Performance

The Philippine Government is committed in improving the quality of the

Education in the Philippines at all levels (Philippines Education for all, 2015). The

Philippine education for all was a holistic program of reforms that aims at improving the

quality of basic education can measure on how deep are the learning of the students

towards their subjects. Academic performance can be highway for the education

improvement.

Academic performance is defined as how well a student meet the standard set out

by the local government and institution itself (Bell, 2018). When people hear the term

“Academic performance " they often think of a person's GPA (Williams, 2018). GPA

(Grade Point Average) or by the standardized assessment designed for selection purpose

such as SAT (Scholastic Assessment Test) determined whether a student will have the

opportunity to continue his/her education (Steinmayr, Meibner, & Weidjnger, 2017).

Academic performance refers to how the students deal or to cope up with or accomplish

difficult task given to them by their teachers. Academic performance is the ability to

study and remember facts and being able to communicate our knowledge verbally or non-

verbally. Most people know that academic performance generally refers to how well the

student performs in accomplishing his or her task and studies (Umeh, Ayanwu,

Chiamaka, 2014).

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 Academic achievement represents performance outcomes that indicate the extent

to which a person has accomplished specific goals that was the focus of activities in the

instructional environment, specifically in School, College and Universities (Steinmayr et

al, 2017). School systems mostly define the cognitive goals that either apply across

multiple subject such as critical thinking, including the acquisition of knowledge and

understanding in a specific intellectual domain namely numeracy, literacy science and

history. The grade point average or GPA is now the most used of the institution as a

convenient summary measure of the academic performance of the students. The GPA is a

better measurement because it provides a better insight into the relative level of

performance of individual and groups of students (Steinmayr et.al, 2017).

School Services and Academic Performance

In a study conducted by Gines (2014), she found out that the student's level of

satisfaction with the school service, learning environment, and facilities was generally of

high satisfaction, however computer laboratories with moderate satisfactory was still very

desired specially with the rapid connection with the world. Teacher’s qualification and

experiences affects academic performance achievement of the students (Omotoya, 2014).

There are numerous factors affecting student's performance some of which are the

methods or techniques used by the instructors, ineffective, poor teaching method and

inadequate instructional materials are some of the listed factors that could influence

student's academic achievement.

Students show that the student’s would not perform well academically if the

environment has an uncomfortable temperature because the student’s connection

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deteriorates. They feel either tired or drowsy and their cognition intellectual productivity

would be affected (Jafta, 2013).

A number of studies had been carried out to evaluate and analyze different

teaching methods that affect student's academic performance. Ganyaupfu (2013)

conducted a research to measure the influence of lecturer competence, teaching method,

quality of learning materials, minimum admission criteria and mathematics aptitude on

academic achievement in quantitative courses among business students of private higher

Education Institutions. The research showed that lecturer competence, teaching methods

and quality of learning materials has a significant positive influence on undergraduate

student's academic achievements in quantitative business courses, while mathematic

aptitude and minimum admission criteria has no significant influence. Ganyaupfu (2013)

also conducted a study to investigate whether there was a significant difference between

the effectiveness of different teaching methods on student's academic performance the

results of this study demonstrated the teachers’ students’ interactive method was the most

effective teaching method followed by student centred method while the teacher's centred

approach was the least effective teaching method.

Wen-Hwa & Feng-Ming (2014) conducted a study to examine the effect of the

teaching quality of culinary arts teachers and student learning satisfaction on the

academic performance of hospitality students. This research results showed that there was

a significant positive correlation between teaching quality of teachers and learning

satisfaction of students between teaching quality of teachers and learning satisfaction of

students, between teaching quality of teachers in academic performance of student, and

between the learning satisfaction of students and the academic performance of students.

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The learning satisfaction of students has a mediating effect of relationship between the

teaching quality of teachers and the academic performance of student. Muzenda (2013)

looked into the distinct effects of lecturers' knowledge, lecturer attendance, teaching skills

and lecturer attitude on students' academic performance among higher education and

training students. Resulting of his research indicated that subject knowledge, teaching

skills, lecturer attendance and lecturer attitude has significant positive influence on

students' academic performance.

According to Lim & Phang (2014), students are the core stakeholders of any

learning institution. They are directly involved in the teaching and learning process. They

described an alternative approach to students’ evaluation of teaching (SET) items

development which involved student’s collaboration. Their findings the establishment of

various scoring matrices for the measurement of overall teaching effectiveness as well as

teaching effectiveness from three different domains, namely; knowledge, pedagogical

skills and attitude.

Another researched by Kosgei et al. (2013) tried to establish the relationship

between teacher characteristics and student's achievement. The study findings suggested

there was no significant relationship between teacher qualification and student academic

achievement. Another researched on the relationship between teacher's attitude and

student's academic achievement in secondary school chemistry (Abudu et al, 2014) found

that attitude of teachers teaching chemistry in Senior Secondary School has significant

effect on the achievement of students in chemistry as one of the Science subjects. It must

be realized that, if teachers show positive attitude towards the teaching of chemistry the

achievement of students will be better.

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Satisfaction and Academic Performance

Research on study outcomes measured by student's satisfaction and academic

achievement can be important for selection procedures when enrolling in a course,

maintaining motivation during study, reaching higher performance level, preventing

students from dropping out and for their future professional efficiency (Kardum et.al,

2017).

In some studies, a strong relationship between academic performance and

student's satisfaction was found (Dhaqane & Afrah, 2016). A group with higher

satisfaction level has a higher academic performance in the future. This enables the

evaluation of not only the student's knowledge but also the effectiveness of teaching

processes, and perhaps provides a group satisfaction (Martirosyan, Saxon, & Wanjohi,

2014). On the contrary Blanz (2014) did not found a correlation between student's

satisfaction and performance whereas study of the satisfaction was determined by "non-

cognitive” factors such as motivation and course organization while academic

performance was influenced by "cognitive" factors such as final school grade and

students learning behavior. Although there was some evidence that psychological

characteristics such as personality traits and emotional intelligence can also contribute to

academic success and student satisfaction, the results was inconsistent.

In nursing student, it has been found out that extroverts was more satisfied with

the study than introverts indicating that the study satisfaction levels are influence by

nursing personality types (Kim & Han, 2014).

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Synthesis

Over the past decades, research has confirmed that one of the substantial

investments is Education. Education is very essential for the students in all grade levels,

in order to determine that they have a better education is their Academic

Performance.(Steinmayr, R, et.al.,2017; Bell, 2018) define Academic Performance on

how the student meet and accomplish the specific goal and standard set by the Education

Institution.

A number of studies had been carried out to determine if there was a significant

relationship between teaching methods and styles to the student’s academic performance.

(Musenda, 2013; Wen-Hwa & Feng-Ming, 2014) stated that teaching skill and methods

uhas a significant positive relationship to academic performance. Satisfaction greatly

affects the student academic performance. If they can’t meet their standard satisfaction

the student tend to gain a low satisfaction level towards their studies. It was supported in

the studies of (Ganyaupfu, 2013; Dhaqane & Afrah, 2016) that there was a strong

relationship between academic performance and the student satisfaction. It was indicated

that there’s so many factors that affects the satisfaction of the student’s academic

performance. Learning environment is one of the things that the student need to achieve a

high satisfaction level and Academic performance. The student shows the they can’t

perform well academically if the surroundings or the environment is uncomfortable

because their focus deteriorated (Omotoya, 2014; Jafta, 2013).

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 METHODOLOGY

This chapter presents the research design, target participants of the study, research

instrument and its validity and reliability, data gathering procedure and analytical

statistical tool.

Research Design

In this study, the researchers used correlational research design. Correlational

research is a measure of relationship between two variables (M&E Studies, 2016).

Cherry (2018) stated that the correlational method involved looking at

relationship between two or more variables. While researchers used correlations to see if

a relationship existed, the variables themselves were not under the control of the

researchers. Correlations could be strong or weak, as well as positive or negative. The

research method was appropriate to use since the researchers tried to analyze the

relationship between students’ academic performance and teachers teaching strategies

hence the researcher should effectively use the correlational research design in order to

statistically analyze the data.

Participants of the Study

The participants in this study were the Grade 12 Accountancy, Business and

Management (ABM) students of a selected school in Bacolod City who were officially

enrolled in the first semester of school year 2018-2019.

There were 114 Grade 12 students however, the researchers conducted the survey

to 89 students. To compute the sample size, the researchers used Slovin's formula.

17
Slovin's formula allowed the researchers to sample the population with a desired degree

of accuracy and it gave the researcher an idea of how large the sample size will be needed

to ensure a reasonable accuracy of result (Ellen, 2017).

The participants were determined through the sample per strata using probability

distribution, specifically, stratified random sampling technique. Stratified random

sampling is a method of sampling that involves the division of a population into smaller

groups known as strata (Investopedia, 2018).

Research Instrument

This study utilized the questionnaire made by the researchers which consist of 20

questions that served as a basis to gather the required data for this study.

Part I of the data gathering instrument was about the participants profile which

included the name, grade, section and gender of the participants.

Part II of the data gathering instrument was the 20-item questionnaire where the

students answered certain questions regarding the relationship of the student’s level of

satisfaction to their academic performance.

Furthermore, to determine the relationship of student’s level of satisfaction to

their academic performance, graphical rating scale was used, the codes and verbal

interpretations are as follows:

Table 1

Distribution of Participants
Grade 12 ABM Students No. of Students Sample Population
A 43 34
B 40 31
C 31 24
Total 114 89

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 Codes Verbal Interpretation

3 High Satisfaction

2 Average Satisfaction

1 Low Satisfaction

Validity is the degree to which an instrument, such as a survey question, measured

what it is intended to and the generalizability of its results (Crosasman, 2017).

To ensure the validity of the research instrument, it was presented to the

validators who were experts in the field of the content of the questionnaire. The three

validators were a master’s degree holder, a bachelor’s degree and a guidance counsellor.

The instrument was done using the criteria made by Carter Good and Douglas Scates to

ensure the validity of the questionnaire. In this study the computed mean was 4.18 which

interpreted as strongly valid.

Reliability is a measure of the stability or consistency of test score (Ellen, 2016).

The reliability of the instrument was established right after it was validated. For the test

to be reliable, the researchers conducted a test-retest reliability to a total number of 25

Grade 12 students who were not part of the respondents of the study as dry-run

respondents.

To determine the degree of relationship of the student’s academic performance to

the teacher’s teaching strategy, the researcher used Cohen’s Standard to evaluate the

strength of relationship. Correlation coefficient between .10 and .29 represents a small

association, coefficient between .30 and .49 represents a medium association and

coefficient of .50 and above represents a large association or relationship.

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 To be reliable, the obtained value of the test must be 0.70-1.00. In this study, the

computed r=value was 0.97. This indicated that the research instrument was reliable.

Data Gathering Procedure

The ff. procedures are followed in gathering the data needed for the present study.

Before conducting the study, the researchers asked permission from the Assistant

Principal II of BCNHS-SHS Department through a letter. The survey questionnaire used,

which served as a basis to gather the required data of this study, underwent content

validation to ensure its validity. The researchers then conducted a reliability test to the

Grade 11 Humanities and Social Sciences students to measure the stability and

consistency of the test. Survey questionnaires were administered to the Grade 12

Accountancy, Business and Management participants. The researchers identified the

specific number of samples needed in the study using the stratified random sampling with

consideration to the number of students per section. The researchers produced the

required number of copies of the survey questionnaire to conduct the study. The survey

questionnaire was conducted to the target participants of the study. Researchers explained

the guidelines on answering the test. The participants answered the questionnaires and the

researchers collected and tallied the data afterwards. The data were tabulated and was be

solved using MS Excel 2016.

Statistical Analysis

The application of statistical tools and the data gathered were dependent

on the problem formulated.

The mean score for the student’s level of satisfaction with the school services

were interpreted using the following basis:

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 Mean Score Range Interpretation

2.36-3.00 High Satisfaction

1.68-2.35 Average Satisfaction

1.00-1.67 Low Satisfaction

The performance of students described were based on the following levels of

proficiency:

Rating Interpretation

74% and below Beginning

75-79% Developing

80-84% Approaching Proficiency

85-89% Proficiency

To determine if there a significant difference in the level of satisfaction of grade

12 ABM students when grouped together according to sections, Oneway Anova was

used.

To determine if there is a significant relationship between the student’s level of

satisfaction to their academic performance, Pearson’s r Correlation was used, where the

result is significant if p< 0.05.

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 RESULTS AND DISCUSSIONS

This chapter presents the data gathered in relation to the objectives of the study,

analyses this data through the identity appropriate tools, and interprets the result derived

from the analysis.

Level of Satisfaction

The first objective of this study is to determine the level of satisfaction of students

with regards to the teaching methods as well as the school facilities.

Table 2 presents Grade 12 Accountancy, Business and Management student’s

satisfaction with school services in relation to their academic performance using the mean

and standard deviation

Table 2

Statistical Result on the Satisfaction Level of Grade 12 ABM students

Section Mean SD Verbal Interpretation
A 2.05 0.58 Average Satisfaction
B 2.19 0.65 Average Satisfaction
C 2.24 0.64 Average Satisfaction
Mean of means 2.15 0.62 Average Satisfaction

Statistical analysis on the level of satisfaction of students pertaining to school

services is shown in Table 2. The mean score of the satisfaction level with school

services of ABM students is 2.15 and is interpreted as average satisfaction.

This implies that most ABM students are averagely satisfied with the services

provided by the school. Research shows that the school services help out ABM students

with regards to their studies.

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Study shows that most Grade 12 Accountancy, Business, Management students are

averagely satisfied with regards to the services provided by the Institution. A shown in

Table 2, Section A, B, and C students garnered mean scores of 2.05, 2.19, and 2.24

respectively and are interpreted as having an average level of satisfaction with school

services.

The data shows that strategies and methods of teachers in presenting their lessons-

recitation, lecture or demonstration can be an effective way of incorporating knowledge

to students. Moreover, giving out pre-test or exercise before discussion as well as role-

playing have a great impact on developing students learning ability. On the other hand,

the availability of library services, accessibility of WIFI networks and functionality of

laboratory equipment are some of the items that signifies low satisfaction due to

unavailability of these services, in which these teaching facilities must be adequate for it

to impact the students’ academic performance. Moreover, some of the results reveal how

satisfaction with learning facilities such as availability of multimedia rooms, and

adequacy of benches and chairs have a vital factor on students’ performance in which

these services are most likely in need of by Accountancy, Business and Management

students.

Level of Academic Performance

The second objective of the study was to determine the level of academic

performance when the data is taken as a whole and also when grouped according to

sections.

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 Table 3 displays the mean scores, standard deviation and interpretation of every

section.

Table 3

Statistical Result on the Level of Academic Performance

Section Mean of Grades Verbal Interpretation
A 94.29 Advanced
B 92.59 Advanced
C 87.80 Proficiency
Mean of Means 91.94 Advanced

Table 3 shows the statistical result of the level of academic performance. As

shown in the table above, Section A has a mean of grade of 94.29 which suggests that

they have advanced verbal interpretation as categorized in the performance scale of

senior high school given by DepEd. Section B has a mean of grade of 92.59 which like

section A, they also have advanced verbal interpretation. Lastly, Section C on the other

hand, has a mean of grade of 87.80 which suggests that they are proficient verbally.

Table 4

One-way ANOVA Result on the Students’ Level of Satisfaction when Grouped According to
Section
Group Type Sum of Square df Mean Square F p-value
Between Groups 0.549 2 0.274 3.053 0.052
Within Groups 7.729 86 0.090
Total 8.277 88

The result on the study shown that the F value (F (2,86)=3.053, p=.052) is greater

than the significance level which implies that there is enough evidence to support the

claim that there is no significant difference in the level of satisfaction of Grade 12 ABM

students when grouped according to sections. Therefore, the researchers did not reject the

null hypothesis.

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Table 5

Pearson r Correlation Test between Students’ Level of Satisfaction and Academic

Performance
Level of Academic
Satisfaction Performance
Pearson
1 -0.177
Correlation
Level_ of Satisfaction
Sig. (2-tailed) .098
N 89 89
Pearson
-0.177 1
Correlation
Academic Performance Sig. (2-tailed) .098
N 89 89

The Pearson’s r correlation value (r (87)= -0.177, p=.098) suggests that the

students’ level of satisfaction with school services and their academic performance has a

negative correlation. Negative correlation means that as one variable increases in value,

the second variable decreases in value. Furthermore, the p-value of 0.098 which is greater

than the significance level of 0.05, p < 0.05 reaffirms that the researchers cannot claim

statistical relationship between the tested variable.

25
 CONCLUSION

This chapter presents the conclusion derived from the results of the study and

recommendations were provided afterwards.

This study empirically studied the relationship of school services with the

students’ academic performances. This study is keen at ascertaining the extent by which

various school services provided or lack thereof had affected students’ academic

performance. This study focused on the 89 students of Grade 12 Accountancy, Business

and Management which were determined through stratified random sampling. Statistical

result were rigidly analyzed and the data showed that the three sections- A,B and C have

an average level of satisfaction in which section C tallied the highest mean among the

three and section A having the lowest. Nevertheless, the results suggested that they were

averagely satisfied with the overall services of the school.

It was also noted that students had almost the same level of satisfaction pertaining

to the teacher’s teaching methods and the facilities of the school. The Grade 12 ABM A

participants were able to obtain a mean score of 2.05 which suggested that they were

averagely satisfied with the services of the school. Most of them were most likely

satisfied with the teachers’ teaching strategy -giving out assessment can be a great way

for students to easily have an overview of the lessons to be discussed. Also, the teachers’

traditional way of teaching like discussion methods and recitation, are those statements

that this group of students were highly satisfied with because it involved students’ active

participation which develops creativity among them. However, the unavailability of some

of the school facilities were what this group of participants were strongly not satisfied

with. Meanwhile, the participants from section B and C has an average score of 2.19 and

26
2.24 respectively which signifies average satisfaction. Similarly, they were highly

satisfied with how teachers’ were effectively facilitating learning for its students but they

also have similar dissatisfaction with the schools’ facilities since the lack somehow

makes learning inefficient and unproductive.

The study revealed that the participants are averagely satisfied with the schools’

services as they were able to gather a total mean score of 2.15 which signifies that they

were somehow satisfied with the teachers’ performance and the facilities. Moreover, the

researchers were able to obtain a significant level of 0.052 which connotes that the

researcher did not have enough evidences to reject the null hypothesis. The statistical

result implies that there is no correlation statistically between the two variables-the

students’ level of satisfaction with school services and their academic performance. The

data indicated that increases or decreases in one variable do not significantly relate with

the other variable. This only signifies that the teachers’ teaching strategies and school

facilities do not significantly affect students’ academic performance. Therefore, students’

academic performance did not vary on school services.

Based on the findings and conclusion of the study, the following recommendations were

made by the researchers.

The school administrator should execute learning assessments to the students so

they can find the areas needs improvement. Implement better and improved programs as

well as teaching techniques that can benefit not only the students but everyone as a

whole. The school should help those students who have low level of satisfaction and poor

academic performance by recommending them to join and attend programs and seminars

that can improve the areas where they tend to have difficulties. Be able to provide

27
students the exact and appropriate school facilities they need. The teachers should

improve their teaching techniques and strategies as well as motivate those students who

have a low satisfaction and poor academic performance to perform well in class.

Personally monitor each student, especially those who have difficulties in their

academics, in order to help them. Students are recommended to evaluate and assess their

own skill and knowledge toward their academic performance. From that, those who have

a low level of satisfaction and academic performance can consult the teachers and the

school administrator for help to resolve things that hinder them to achieve a high

academic performance and satisfaction.

28
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33
APPENDICES

34
 APPENDIX A

Survey Questionnaire

Part I
Name: ______________________________________________________
Grade and Section: _______________ Sex: __________

Part II
Instruction: Please encircle the number from the evaluation options that is closest to your
personal experience.
Evaluation Scale: 3= High Satisfaction (HS)
2= Average Satisfaction (AS)
1= Low Satisfaction (LS)

Question HS AS LS
1. Organization of presenting the lesson (stating the objectives then
3 2 1
discussion).
2. The competency of teachers regarding the lessons. 3 2 1
3. Appropriateness of presenting the lesson by using strategies and
3 2 1
methods like recitation, lecture or demonstration.
4. Giving formative assessment after the discussion. 3 2 1
5. Role-playing as an effective way of employing the lessons to
3 2 1
students.
6. Reporting as an efficient way of teaching. 3 2 1
7. Using the traditional method of teaching (by the use of manila
3 2 1
paper and chalk).
8. Presenting the lesson by the use of powerpoint presentation,
3 2 1
accounting manual and etc.
9. Giving out pre-test or exercise before formally start the
3 2 1
discussion.
10. Preparing hand-outs to ensure students understanding. 3 2 1
11. Suitability of classroom for lectures. 2 1
12. The availability of library services. 3 2 1
13. Sufficiency of technical equipment and aids for practical
3 2 1
teaching implementation.
14. Sufficiency of learning aid-books, journal and other references. 3 2 1
15. Accessibility of WIFI networks. 3 2 1
16. Functionality of laboratory equipment on campus. 3 2 1
17. Cleanliness and orderliness of school canteen in campus. 3 2 1
18. Cleanliness of cleaning facilities like campus toilets. 3 2 1
19. Adequacy of benches and chairs in the classroom. 3 2 1
20. The availability of additional facilities like multimedia rooms to
3 2 1
promote learning.

35
 APPENDIX B

Reliability Test

Participants x y x^2 y^2 xy

1 46 42 2116.00 1764.00 1932.00
2 35 40 1225.00 1600.00 1400.00
3 51 52 2601.00 2704.00 2652.00
4 45 39 2025.00 1521.00 1755.00
5 46 44 2116.00 1936.00 2024.00
6 54 54 2916.00 2916.00 2916.00
7 47 47 2209.00 2209.00 2209.00
8 47 50 2209.00 2500.00 2350.00
9 47 54 2209.00 2916.00 2538.00
10 48 45 2304.00 2025.00 2160.00
11 43 58 1849.00 3364.00 2494.00
12 45 38 2025.00 1444.00 1710.00
13 43 44 1849.00 1936.00 1892.00
14 50 50 2500.00 2500.00 2500.00
15 44 45 1936.00 2025.00 1980.00
16 51 47 2601.00 2209.00 2397.00
17 43 41 1849.00 1681.00 1763.00
18 47 53 2209.00 2809.00 2491.00
19 41 41 1681.00 1681.00 1681.00
20 42 43 1764.00 1849.00 1806.00
21 47 50 2209.00 2500.00 2350.00
22 45 52 2025.00 2704.00 2340.00
23 53 44 2809.00 1936.00 2332.00
24 52 49 2704.00 2401.00 2548.00
25 40 45 1600.00 2025.00 1800.00
26 39 58 1521.00 3364.00 2262.00
27 51 39 2601.00 1521.00 1989.00
28 39 41 1521.00 1681.00 1599.00
29 43 51 1849.00 2601.00 2193.00
30 50 45 2500.00 2025.00 2250.00
31 43 52 1849.00 2704.00 2236.00
32 42 43 1764.00 1849.00 1806.00
33 37 34 1369.00 1156.00 1258.00
34 54 51 2916.00 2601.00 2754.00
35 51 47 2601.00 2209.00 2397.00
36 42 44 1764.00 1936.00 1848.00
37 41 46 1681.00 2116.00 1886.00
38 47 48 2209.00 2304.00 2256.00
39 46 44 2116.00 1936.00 2024.00
40 52 49 2704.00 2401.00 2548.00
Summation 1324 1356 61032 64322 62063
n 40

Numerator 687176
Denominator 710854.5926

r= 0.966689963

36
 APPENDIX C

Criteria for Validating a Questionnaire

37
38
]

39
 APPENDIX D

Letter from the Grammarian

Republic of the Philippines

Department of Education
Division of Bacolod City
BACOLOD CITY NATIONAL HIGH SCHOOL
P. Hernaez St., Brgy. Taculing, Libertad Ext.,
Bacolod City, Negros Occidental 6100

CERTIFICATION
The undersigned certifies that DIVINE A. DELGADO AND GROUP, Grade 12
Senior High School students, had submitted their research work for grammar editing.

Their research work was proofread on March 30, 2019.

This certification is issued upon the request of DIVINE A. DELGADO AND

GROUP for whatever purpose may serve them best.

Given this 30th day of March 2019 at Bacolod City National High School,
Bacolod City, Negros Occidental, Philippines.

ARBOLEDA, ERIKA, M. D
Grammarian

40
 APPENDIX E

Letter from the Statistician

Republic of the Philippines

Department of Education
Division of Bacolod City
BACOLOD CITY NATIONAL HIGH SCHOOL
P. Hernaez St., Brgy. Taculing, Libertad Ext.,
Bacolod City, Negros Occidental 6100

CERTIFICATION
The undersigned certifies that DIVINE A. DELGADO AND GROUP, Grade 12
Senior High School students, had submitted their research work for verifying their
statistical tools.

Their statistical work was verified and analyzed on March 10, 2019.

This certification is issued upon the request of DIVINE A. DELGADO AND

GROUP for whatever purpose may serve them best.

Given this 10st day of March 2019 at Bacolod City National High School, Bacolod
City, Negros Occidental, Philippines.

CARLOS R. GEROGALIN, JR., PhD

Statistician

41
 APPENDIX F

Excel Computation

Grade 12 Level of Satisfaction According to Section

Section A Section B Section C

Mean SD Mean SD Mean SD
Q1 2.26 0.45 2.32 0.65 2.29 0.57
Q2 2.24 0.46 2.29 0.46 2.29 0.50
Q3 2.44 0.50 2.32 0.48 2.50 0.53
Q4 2.38 0.49 2.29 0.64 2.38 0.59
Q5 2.59 0.56 2.45 0.51 2.67 0.50
Q6 2.29 0.58 2.39 0.56 2.54 0.57
Q7 2.20 0.58 2.39 0.67 2.29 0.64
Q8 2.50 0.62 2.61 0.62 2.29 0.64
Q9 2.50 0.56 2.26 0.63 2.38 0.68
Q10 2.73 0.45 2.42 0.57 2.83 0.56
Q11 2.12 0.64 2.26 0.58 2.29 0.62
Q12 1.56 0.70 1.90 0.79 1.83 0.71
Q13 1.79 0.64 2.03 0.60 2.08 0.60
Q14 2.00 0.60 2.06 0.78 2.25 0.63
Q15 1.38 0.74 1.87 0.88 1.73 0.87
Q16 1.35 0.60 1.74 0.77 1.92 0.75
Q17 2.00 0.52 2.13 0.58 2.21 0.61
Q18 1.35 0.52 2.00 0.86 1.88 0.84
Q19 1.91 0.64 1.52 0.65 2.00 0.63
Q20 1.65 0.65 2.03 0.75 2.04 0.69
Mean of Means 2.06 0.58 2.16 0.65 2.23 0.64

42
 APPENDIX G

SPSS Result

ONEWAY Level_of_Satisfactions BY Setions

/STATISTICS DESCRIPTIVES
/MISSING ANALYSIS.
Oneway
Notes

Output Created 08-MAR-2019 21:00:59

Comments

Active Dataset DataSet2

Filter <none>
Input Weight <none>
Split File <none>
N of Rows in Working Data
89
File
User-defined missing values
Definition of Missing
are treated as missing.
Missing Value Handling Statistics for each analysis are
based on cases with no
Cases Used
missing data for any variable
in the analysis.

ONEWAY
Level_of_Satisfactions BY
Setions
Syntax
/STATISTICS
DESCRIPTIVES
/MISSING ANALYSIS.

Processor Time 00:00:00.03

Resources
Elapsed Time 00:00:00.06

[DataSet2]
Descriptives
Level_of_Satisfactions
N Mean Std. Deviation Std. Error 95% Confidence Interval for Mean
Lower Bound Upper Bound
Section A 34 2.0544 .28481 .04884 1.9550 2.1538
Section B 31 2.1919 .33200 .05963 2.0702 2.3137
Section C 24 2.2375 .27544 .05622 2.1212 2.3538
Total 89 2.1517 .30669 .03251 2.0871 2.2163

43
 Descriptives
Level_of_Satisfactions
Minimum Maximum

Section A 1.60 2.70

Section B 1.65 3.00
Section C 1.70 2.75
Total 1.60 3.00

ANOVA
Level_of_Satisfactions
Sum of Squares df Mean Square F Sig.
Between Groups .549 2 .274 3.053 .052
Within Groups 7.729 86 .090
Total 8.277 88

CORRELATIONS
/VARIABLES=Level_of_Satisfaction Academic_Performance
Correlations
Notes
Output Created 08-MAR-2019 21:01:23
Comments
Active Dataset DataSet2
Filter <none>
Weight <none>
Input
Split File <none>
N of Rows in Working Data
89
File
User-defined missing values
Definition of Missing
are treated as missing.
Statistics for each pair of
Missing Value Handling
variables are based on all
Cases Used
the cases with valid data for
that pair.
CORRELATIONS

/VARIABLES=Level_of_Sati
sfaction
Syntax Academic_Performance
/PRINT=TWOTAIL NOSIG
/STATISTICS
DESCRIPTIVES
/MISSING=PAIRWISE.
Processor Time 00:00:00.05
Resources
Elapsed Time 00:00:00.09

44
[DataSet2]

Descriptive Statistics
Mean Std. Deviation N
Level_of_Satisfaction 2.1517 .30669 89
Academic_Performance 91.9438 3.37558 89

Correlations
Level_of_Satisf Academic_Perfo
action rmance
Pearson Correlation 1 -.177
Level_of_Satisfaction Sig. (2-tailed) .098
N 89 89
Pearson Correlation -.177 1
Academic_Performance Sig. (2-tailed) .098
N 89 89

45
CURRICULUM VITAE

46
 DIVINE AREVALO DELGADO
Blk.3 Lot 37, ACCCO Housing, Alijis, Bacolod
Negros Occidental, Philippines
vindedelgado@icloud.com
09156523798

PERSONAL DATA

Age : 18 Years old

Date of Birth : June 20, 2000
Religion : Christian
Height : 5’
Status : Single
Citizenship : Filipino
Father’s Name : Martin Angelo A. Delgado
Occupation : Policeman
Mother’s Name : Julie A. Delgado
Occupation : Food Vendor

Skills/ Talents/ Hobbies:

I am simple and ordinary student who exhibits passion in dancing. I love to travel
to experience and appreciate the beauty of God’s creation. I like watching Kdrama and
movies. I love playing table tennis and also outdoor games or sports. I like to explore new
things that I haven’t experience before.

SCHOLASTIC RECORDS

Bacolod City National HS Senior High Accountancy, Business

and Management
Graduate April 2019

Bacolod City National HS Junior High Graduated April 2017

WITH HONORS

Jose J. Gonzaga Elem. School Primary Graduated April 2013

47
ACHIEVEMENTS/ AWARDS/ ACTIVITIES

Senior High:

With High Honors Grade 11 Recognition S.Y. 2017-

2018

Junior High:

With Honors Junior High School Moving Up S.Y. 2016-2017

Member Red Cross

Member Barkada Kontra Droga

Participant Division Leadership Training

Primary:

3rd Honorable Mention Jose J. Gonzaga Elem. School S.Y. 2012-2013

Participant MTAP Division Level

Participant Division Schools Press Conferences

(Newswriting)

Athletics Table Tennis

Member Girl Scout

48
GRACETON PABUAYA GALIDO
Purok Acacia 1, Brgy. 27, Bacolod City
Negros Occidental, Philippines
gracecygalido@gmail.com
09973267586

PERSONAL DATA

Age : 18 Years old

Date of Birth : April 26, 2000
Religion : Roman Catholic
Height : 5’
Status : Single
Citizenship : Filipino
Father’s Name : Tony S. Galido
Occupation : Security Guard
Mother’s Name : Grace P. Galido
Occupation : Housewife

Skills/ Talents/ Hobbies:

I love to read all genres of books or novels in wattapd as well as writing someone
shot stories and poetry when I am in the mood and when I am inspired to write to. I am
fond of socializing with different people with different personalities either personal or in
social media. I’d like to travel with my family and friends and have quality and bond time
with them. I know how to dance and sing but I’m not really good at it. My hobbies and
addiction is watching kpop videos and dramas.

SCHOLASTIC RECORDS

Bacolod City National HS Senior High Accountancy, Business

and Management
Graduated April 2019

Bacolod City National HS Junior High Graduated April 2017

WITH HONORS

Apolinario Mabini Elem. School Primary Graduated April 2013

49
ACHIEVEMENTS/ AWARDS/ ACTIVITIES

Senior High:

With High Honors Grade 11 Recognition S.Y. 2017-2018

Junior High:

With Honors Junior High School Moving Up S.Y. 2016-2017

Member Barkada Kontra Droga

Member Social Students Club

Primary:

Leadership Apolinario Mabini Elem. School S.Y. 2007-2008

Leadership Apolinario Mabini Elem. School S.Y. 2008-2009

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 RAMIE JOY MASACOTE LIBONA
Purok Paho 2, Camingawan, Brgy. Estefania,
Bacolod, Negros Occidental, Philippines
09300711588

PERSONAL DATA

Age : 18 Years old

Date of Birth : May 4, 2000
Religion : Roman Catholic
Height : 5’1”
Status : Single
Citizenship : Filipino
Father’s Name : Ramy B. Libona
Occupation : Farmer
Mother’s Name : Josephine M. Libona
Occupation : Housewife

Skills/ Talents/ Hobbies:

I love to play badminton and playing volleyball. I also love watching any types of
movies especially when it is about love story. I also love to travel in different places with
beautiful spots around the world together with my families and friends, and I also fun of
reading books like magazines, comics and story books. I also know how to sing and
dance but not that much.

SCHOLASTIC RECORDS

Bacolod City National HS Senior High Accountancy, Business

and Management
Graduate April 2019

Bacolod City National HS Junior High Graduated April 2017

WITH HONORS

Camantero Elem. School Primary Graduated April 2013

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ACHIEVEMENTS/ AWARDS/ ACTIVITIES

Senior High:

With Honors Grade 11 Recognition S.Y. 2017-2018

Junior High:

With Honors Junior High School Moving Up S.Y. 2016-2017

Member Barkada Kontra Droga

Participant Division Leadership Training

Primary:

Class Valedictorian Camantero Elem. School S.Y. 2012-2013

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ALLIAH ROSE PAHILONA SUAREZ
Blk. 1 Lot 8, Purok Villa Oto, Brgy. Vista Alegre
Bacolod City, Negros Occidental, Philippines
alliah38suarez@gmail.com
09771867052

PERSONAL DATA

Age : 18 Years old

Date of Birth : July 28, 2000
Religion : Roman Catholic
Height : 5’1”
Status : Single
Citizenship : Filipino
Father’s name : Alan J. Suarez
Occupation : Tricycle Driver
Mother’s name : Rosa P. Suarez
Occupation : Housewife

Skills/Talents/Hobbies:

I am simple and typical student who are passionate about reading books, watching
volleyball and playing logical games. I like to spend time with my friends, checking then
and talk about activities in school. I love to deal with other, making new friends, and
spare time to know them better. Moreover, I am an avid reader of University Secret Files
and also I like to read wattpad stories with different genres.

SCHOLASTIC RECORDS

Bacolod City National HS Senior High Accountancy, Business

and Management
Graduated April 2019

Bacolod City National HS Junior High Graduated April 2017

WITH HONORS

Vista Alegre Elementary School Primary Graduated April 2013

CLASS VALEDICTORIAN

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ACHIEVEMENTS/ AWARDS/ ACTIVITIES

Senior High:

With High Honors Grade 11 Recognition S.Y. 2017-2018

Junior High:

With High Honors Junior High School Moving Up S.Y. 2016-2017

Participants Division Leadership Training

Participants Mathirang Matibay

Participants Social Studies Quiz Bee

Primary:

Class Valedictorian Vista Alegre Elementary School S.Y. 2012-2013

President Supreme Pupil’s Government

Participant Division Schools Speech Fest

(Spelling Bee)

Participant Division Schools Press Conference

(Newswriting)

Participant MTAP Division Level

Participant Rotary Quiz Bee

Participant Athletics Girls District Level

President YES-O Club

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