GENDER, SUPPORT SYSTEM, HEALTH STATUS AND TLE PERFORMANCE

OF GRADE 10 STUDENTS OF LOPEZ NATIONAL

COMPREHENSIVE HIGH SCHOOL

A Research Proposal
Presented to:
The Faculty of Teacher Development
Philippine Normal University
South Luzon

In Partial Fulfillment
Of the Requirements for the Course
S-TLE 27 Methods of Research I

Jasper Kent O. Barreno

Jolina B. Maceda
Teresa Mae Pinawin
Jeson I. Painsan
Juwan P. De Castro

First Trimester, AY 2017-2018

I. BACKGROUND OF THE STUDY

A. PURPOSE OF THE STUDY

The purpose of this study is to; (1) determine the profile of Grade 10 students of

Lopez National Comprehensive High School in terms of gender, health status, and

support system; and (2) determine the relationship of the profiled variables to each

other and to students’ TLE performance.

B. JUSTIFICATION OF THE STUDY

The researchers see the need to determine predicting factors for TLE

performance to clearly understand the factors which greatly affect the performance

of the respondents. The study seeks to determine the predictive factor of gender,

support system, and health status of grade 10 students of LNCHS regarding their

TLE performance and factors which greatly affect their performance on TLE

subjects.

C. THE RESEARCH QUESTIONS

1. What is the profile of the Grade 10 students of LNCHS in terms of:

1.1. Gender;

1.2. Health Status;

1.3. Support System; and

1.4. TLE Performance

2. What relationship exists between and among the profiled variables and TLE

performance?
D. RESEARCH HYPOTHESIS

There is no significant relationship between and among gender, health status,

support system and TLE performance of Grade 10 students of LNCHS.

E. DEFINITION OF TERMS

 Gender. World Health Organization defined gender as, socially constructed

characteristics of women and men – such as norms, roles and relationships of

and between groups of women and men. Gender in this study is defined as the

socially established sex preference of the respondents.

 Health Status. Health status is a holistic concept that is determined by more

than the presence or absence of any disease. It is often summarised by life

expectancy or self-assessed health status, and more broadly includes

measures of functioning, physical illness, and mental wellbeing. (Richters et al.,

2003) The term health status was used in this study as the non-/occurrence of

smoking and drinking habits and mental health issues such as depression and

anxiety of the respondents.

 Support System. Support system is the perception or actualization of care or

assistance from a social network. Support system can be emotional, tangible,

informational, or can come from companionship that is either subjectively

perceived or objectively received. Support system was used in this study as the

support and care received by the respondents either from friends, family, or

friends and family.

II. BACKGROUND AND REVIEW OF RELATED LITERATURE

Technology and Livelihood Education in the Philippines

Technology and Livelihood Education (TLE) is one of the nomenclatures of

subjects in the K to 12 Basic Education Program (BEP). As stated in 2013 K-12

EPP/TLE Curriculum Guide, TLE is geared toward the development of

technological proficiency and is anchored on knowledge and information,

entrepreneurial concepts, process and delivery, work values, and life skills. This

means that the TLE that works is one which is built on adequate mastery of

knowledge and information, skills and processes, and the acquisition of right work

values and life skills. The TLE that is functional is one which equips students with

skills for lifelong learning. TLE that is concerned only with mere definition of terms

is meaningless and shallow. TLE that is focused on mastery of skills and

processes without right work values is anemic and dangerous. An effective TLE is

one that is founded on the cognitive, behavioral, or psychomotor and affective

dimensions of human development. Therefore teaching TLE means teaching facts,

concepts, skills, and values in their entirety.

Gender Differences in Education

Past researches suggested that girls are in general more successful in school

than boys. Hartley and Sutton (2013) have recently reported that boys develop

gender stereotypes according to which girls are perceived as academically

superior with regard to motivation, ability, performance, and self-regulation.

However, previous studies revealed rather inconsistent results concerning gender

differences in different domains of school achievement. While in some studies,

boys exceeded girls in academic achievement; in other studies no gender

differences in academic achievement were found (Hannover and Kessels, 2011).

For instance, Machin and Pekkarinen (2008) argued that mixed evidence for

gender differences in school achievement could be explained in part by a higher

variance of boys' in comparison to girls' school achievement.

As Hyde (1990) pointed out, meta-analyses have consistently shown that there

are no significant gender differences in general cognitive abilities. Thus, although

cognitive abilities are significantly and positively related to school achievement,

they cannot explain gender differences in school achievement (Spinath et

al., 2010). Therefore, further “non-cognitive” variables have been examined in an

attempt to explain gender differences in school achievement. For instance, Spinath

et al. (2010) highlighted the importance of personality and motivation for gender

differences in school achievement. They found that a higher level of extraversion

was associated with higher grades for girls but lower grades for boys. Pomerantz

et al. (2002) noted that girls want to please adults to a higher degree than do boys,

which leads to girls' higher school grades. Furthermore, stereotypes are an

important influence on school achievement in that negative stereotypes disrupt

girls' mathematics performance (e.g., Keller and Dauenheimer, 2003).

Use of Support system

A person often feels disorganized when exposed to enormous amount of stress

(Casarez-Levison, 1992) and will often seek others for support (Greenberg &

Ruback, 1992; Leymann & Lindell, 1992; Norris et al., 1997). Everly et al. (2000)
indicated that helpful social supports could provide information, companionship,

emotional support and instrumental support. As Nolen-Hoeksema and Davis

(1999) pointed out, receiving positive social support after a trauma is related to

better adjustment. Researchers have distinguished between these several types of

social support (Leymann & Lindell, 1992). Emotional support is characterized by a

focus on esteem, concern and listening with a focus on the victim's feelings and

emotional reactions. Appraisal support focuses on social comparison, affirmation

and feedback targeted at helping the victim make sense of his or her experiences.

Informational support focuses on advice, suggestions, directives and information

that the victim might need. Finally, instrumental support focuses on tangible

support such as money, shelter, time or effort (Leymann & Lindell, 1992). For

example, although police and other members of the criminal justice system may

not be emotionally supportive (Campbell et al., 1999) they may be more supportive

with respect to providing information or offering tangible support through

investigation (Norris et al., 1997). Furthermore, Greenberg and Ruback's (1992)

decision-making model included social comparison (appraisal support) and

information seeking (informational support) and their research reinforced the strong

influence bystanders can have on the victim's decisions in providing these forms of

support.

Effects of Smoking and Drinking Alcohol to Academic Performance

Smoking initiation was significantly correlated with academic achievement.

Smoking initiation was correlated with failing grades. This finding is consistent with

a number of different studies in the literature (Khuder, Price, Jordan, Khuder, &
Silvestri, 2008; Warburton, Wesnes, & Revell, 1984; Coogan, Adams, Geller,

Brooks, Miller, Lew, & Koh, 1998) in which they found academic achievement at

school was correlated with earlier age at onset of smoking. Students who initiate

smoking earlier failed or achieved low grades than other students with higher

grades. Likewise; Doku and his colleagues (2010) found that students who had

poorer scores than the average school achievement smoked 5.4 times greater

than students with much better than average school achievement (Doku,

Koivusilta, Rainio, & Rimpela, 2010).

Alcohol use could conceivably affect a student’s quality of learning and

academic performance regardless of its impact on school completion. This

possibility is suggested by Renna (2008), who uses a research design similar to

that used by Dee and Evans (2003) and finds that although binge drinking does not

affect high school completion rates, it does significantly increase the probability

that a student graduates with a GED rather than a high school diploma. Drinking

could affect learning through a variety of mechanisms. Recent neurological

research suggests that underage drinking can impair learning directly by causing

alterations in the structure and function of the developing brain with consequences

reaching far beyond adolescence (Brown et al., 2000; White & Swartzwelder,

2004). Negative effects of alcohol use can emerge in areas such as planning and

executive functioning, memory, spatial operations, and attention (Brown et al.,

2000; Giancola & Mezzich, 2000; Tapert & Brown, 1999). Alcohol use could also

affect performance by reducing the number of hours committed to studying,

completing homework assignments, and attending school.

A. THEORETICAL FRAMEWORK

Gender is selected as a demographic risk factor primarily because male gender

was related to lower GPA and greater likelihood of academic warning. However, a

review of the research literature suggests that gender is not a consistent predictor

of overall academic achievement (Bridgeman & Wendler, 1991), although it has

been shown that males tend to outperform females in certain types of courses

(e.g., economics and electrical engineering courses) while females on average do

better in other types of courses (e.g., nutrition and dietetics) (Keller, Crouse, &

Trusheim, 1993; Schram, 1996). Prior studies have shown an inconsistent

relationship between gender and academic retention (Galicki & McEwen, 1989;

Ryland, Riordan, & Brack, 1994).

A measure of social support is included as a potential predictor. The transition

to higher level of education involves a noticeable increase in stress level in most

students (Fisher & Hood, 1987; Towbes & Cohen, 1996). One potential buffer of

stress is social support (Arthur, 1998). It appears social support may be quite

crucial in successful transition to the school environment (Hays & Oxley, 1986).

Preliminary research has indicated that the presence of parental social support is

positively related to academic achievement (Cutrona, Cole, Colangelo, Assouline,

& Russell, 1994). There is also some consistent evidence that low perceived social

support is related to non-persistence (Mallinckrodt, 1988). In the present study, it

was expected that a measure of social support would relate to academic

achievement and attrition.

 The present study also investigates smoking and binge-drinking as potential

predictors of freshman academic achievement and attrition. Given that physical

health has been shown to influence work performance (Kessler, Greenberg,

Mickelson, Meneades, & Wang, 2001), it seems likely that physical health may

play a role in influencing important student outcome variables as well. It is quite

plausible that students with a greater degree of health problems would suffer

academically and would be less likely to continue their education. Additionally,

various mental health issues such as depression and anxiety are common to

students (Arthur, 1998) although the impact of perceived mental health on

academic achievement is unknown. It is predicted that physical and mental health

related quality of life will be related to both academic performance and retention

rates. This study also examined two negative health habits common among

students: smoking and drinking. It has been shown that smoking and drinking

among US adolescents are associated with lower academic achievement (Jeynes,

2002). The influence of these variables on attrition is unknown. It was expected

that these variables would be associated with worse academic performance of

students.

B. RELATED STUDIES

Laura Friedlander, Graham Reid, Naomi Shupak & Robert Cribbie (2007)

explored the joint effects of stress, social support, and self esteem on adjustment

to higher education. The total samples were 115 students, spss package have

been used to analysis the data where multiple regressions predicting adjustment to
university from perceived family social support, stress, and self-esteem were

conducted. From the fall to winter semesters, increased social support from

friends, but not from family, predicted improved adjustment. Decreased stress

predicted improved overall, academic, personal-emotional, and social adjustment.

Increased global, academic, and social self-esteem predicted decreased

depression and increased academic and social adjustment. Results are discussed

with respect to potential mechanisms through which support and self-esteem may

operate.

Akbar Hussain, Ashutosh Kumar & Abid Husain (2008), in their study

“Academic Stress and Adjustment Among High School Students”, examined the

level of academic stress and overall adjustment among Public and Government

high school students and also to see relationship between the two variables

(academic stress and adjustment). For that purpose 100 students of class IX were

selected randomly from two different schools out of which 50 were taken from

Public and the remaining 50 were taken from Government school Sinha. And

Sinha scale for measuring academic stress was used to see the magnitude of

stress and Sinha and Singh Adjustment Inventory for school students was used to

examine level of adjustment among the students. Results indicated that magnitude

of academic stress was significantly higher among the Public school students

where as Government school students were significantly better in terms of their

level of adjustment. However, inverse but significant relationships between

academic stress and adjustment were found for both the group of students and for

each type of school.

 Butler et al. (2011), in their study “Academic Demands are Associated with

Reduced Alcohol Consumption by College Students: Evidence from a Daily

Analysis.”, examined the relationship between drinking and academic demands.

“National surveys indicate that 40% of college students binge drink regularly, and

the rate of binge drinking appears to be increasing” (2011: 359- 360). The results

of this study suggest that students drank 38% less when they had an exam or

paper due the next day. Results also indicated that a student’s current day

academic demands are related to a 30% decrease in their current day alcohol

consumption. This research demonstrates that some students are not reducing

their alcohol intake even when they have academic demands to meet the next day.

III. RESEARCH METHOD

A. RESEARCH DESIGN AND PROCEDURE

A questionnaire will be administered to the participants. Average class size is

40 students. A cover sheet informs the students that the purpose of the

questionnaires is to gather necessary data needed for the conduct of the study.

The cover sheet also notes that participants are free to not participate and could

discontinue the survey at any time.

B. DESCRIPTION OF THE SAMPLE

Participants to be included are 200 Grade 10 students of LNCHS, gathered

from 5 sections with 40 respondents from each with age ranging from 15-16. No

exact Male-Female ratio specified.

C. DESCRIPTION OF INSTRUMENT

Gender

The genders of the respondents are to be gathered thru a questionnaire

prompting them of their name, age, gender, etc.

Social Support

Social support will be assessed with the Multidimensional Perceived Social

Support Scale (MPSSS) (Dahlem, Zimet, Walker, 1990; Zimet, Dahlem, Zimet,

Farley, 1988). The MPSSS is a 12-item scale employing a 7- point Liken-type

format (1 =very strongly disagree; 7=very strongly agree).

Health Status

Smoking will be assessed using a single-item question multiple- choice

response question asking average total number of cigarettes smoked per day (if

student is smoking). Possible responses included "none"; "less than 6"; "between 7

and 19", and "20 ( 1-pack) or more." Drinking will be assessed with the following

single-item multiple choice question: "Think back over the last month. How many

times have you had five or more drinks at a sitting?" A "drink" was defined as "a

bottle of beer, a glass of wine, a wine cooler, a shot glass of liquor, or a mixed

drink." Possible response options included: "none"; "once"; "twice"; "3 to 5 times";

"6 to 9 times"; and "10 or more times." Students who are not smoking nor drinking

are to proceed to the next set of questions. General physical and mental health will

be assessed via a revised 36 item Short Form Health Survey-36 (SF-36). The SF-

36 assesses general subjective dimensions of physical and mental health status of

the respondents. (Stewart & Ware, 1992; Ware, Snow, Kosinski, & Gandek, 2000)
 The SF-36 items were aggregated into Mental Health (MCS) and Physical Health

(PCS) Component Summary scales (Ware, 1994). The MCS scale assesses

general mood dysphoria, mood-related physical dysfunction, and social function.

The PCS scale assesses general physical functioning, ability to function in various

life roles, and bodily pain. A standardized method for calculating the MCS and PCS

scales is available (Ware, 1994) and these procedures were utilized in the present

study. The authors of the SF-36 report coefficient alphas of .88 and .93 for the

MCS and PCS, respectively. Construct validity of the PCS and MCS subscales

have been established through showing statistically significant correlations of these

scales with psychiatric and chronic disease samples (Ware, 1994).

D. DESCRIPTION OF DATA ANALYSIS METHOD

Predictor Variable Intercorrelations presents the intercorrelations among

the predictor variables. Because these variables were used in subsequent

regressions, it was prudent to examine the extent of multicollinearity among

predictors. Consequently, the correlations among predictors helped to maximize

predictive power and interpretation of regression weights.

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