THE INFLUENCE OF TEACHER-LEARNER INTERACTION TOWARDS

THE ACADEMIC PERFORMANCE IN ACCOUNTING OF GRADE 12

ABM STUDENTS IN DOÑA HORTENCIASALAS BENEDICTO
NATIONAL HIGH SCHOOL S.Y. 2018 – 2019

A Research paper
Presented to the Faculty of Dona Hortencia Salas Benedicto
National High School - Senior High School
La Carlota City

In Partial Fulfilment
Of the Requirements in Practical Research 2

By
Aliah A. Sasi
Kloyd O. Gipanago
Vincent James Panaguiton
Mariel Sitchon
Accountancy and Business Management-Tycoon
S.Y. 2017-2018
ABSTRACT

Influence of Teacher-Learners Interaction is somehow considered as

correlated to students’ academic excellence. Teachers who support students in
learning environment can positively impact their academic outcomes which are
important for long term trajectory of academic achievement and eventually
employment (Baker et.al 2008). This study is conducted to determine the
Influence of Teacher-learner interaction of Grade 12 ABM (Accountancy and
Business Management students) in Doña Hortencia Salas Benedicto National
High School and its relationship to their Academic performance in Accounting II.
The study used descriptive-correlational design and used survey questionnaires.
The study used Stratified Random Sampling as it will only get a sample size from
the total population of 111 Students. Findings showed that the Influence of
Teacher- learner Interaction averagely affect the Academic performance of the
students in Accounting II. Spearman rho was used to test the relationship
between The Influence of Teacher-learner Interaction and Students’ Academic
Performance in Accounting II. The analysis shows that there is a significant
relationship between the level of Teacher-learner Interaction and Academic
Performance in Accounting II because the correlation coefficient which is 0.295 is
interpreted as ‘Positive Weak Correlation’ with p-value of 0.003. With this, null
hypothesis is rejected. This means that as Teacher-learner Interaction increases,
the level of Academic Performance in Accounting II also increases, however
weak. On the qualitative part, the study also determined the different challenges
the students faced and their corresponding coping mechanisms through the use
of Focused-Group Discussion.
 Chapter I

Introduction

Background of the Study

The teaching and learning in accounting should be a replica of what is happening in the
present business world. The curriculum and the classroom practice therefore are expected to
provide students with the ability to explore different ideas in such a way that the young school
leavers can be self-reliant and become more knowledgeable in future aspects such as
entrepreneurship skills, accounting skills, or other skills inclined with it which is needed for
wealth generation.

Longe (2011) defined accounting as the recording, classifying, creating, summarizing and
communicating of financial information to interested parties and interpreting to help making
specific business decisions. It is very complex wherein it requires higher level of analytical skills.
So in order for us to become proficient with regards to the said profession, teacher-learners
interaction should be evaluated and be improved to have betterment in the academic
performances of the students. Perhaps, there are evidences that support different notions that
teachers influences contributes to the academic excellence of the students.

Teachers play an important role in the trajectory of students throughout the formal schooling
experience (Baker, Grant, and Morlock, 2008). Effective communication is a fundamental part of
the career of any teacher. For effective teaching and learning of Financial Accounting teachers
to convey their teaching in language that will meet the ability level of the class in order to
establish a learning environment in which students are able to broaden and deepen their
response to different ideas, methods, concepts, and principles of Financial Accounting
(Akpanobong U & Asuquo E., 2016). Every learner comes to the class with an expectation of
meeting a friendly teacher (Akpanobong U & Asuquo E., 2016). If the teacher presents herself
as an expected friendly stimulus, interest is aroused in the learner with the consequent attention
to what is presented in the class (Akpanobong U & Asuquo E., 2016). If it is on the contrary, the
learner would view the teacher’s attitude as non-informative (Akpanobong U & Asuquo E.,
2016).

Simatwa and Ayodo (2015) cited that high teacher experience was considered as one of the
factors that enhance performance in day secondary schools. It is believe that good and quality
teachers bring about positive students’ academic achievement. Kochhar (2009) observed that
poor academic achievement of students is being reported in most countries, especially in
developing countries.
 Therefore this study conducted to determine the level of influence of teacher- learner
interaction towards the academic performance in accounting II of Grade 12 ABM students.

Statement of the Problem

This study determine the influence of teacher-learner interaction on the academic

performance on Accounting II of Grade 12 ABM students school year 2018 -2019

Specifically to identify the:

- Profile of Grade 12 ABM students

A. Age
B. Sex
- Level of Influence of Teacher-learner
- Level of Academic performance of the students

-. Relationship between the influence of the teacher -learner interaction to the

academic performance of the respondents.

- Encountered challenges of the respondents regarding the teacher-learner interaction

- Coping mechanisms of the respondents

Hypothesis

There is no significant relationship between the influences of teacher-learner interaction to

the academic performance in Accounting II of Grade 12 ABM students.

Scope and Delimitation

The main purpose of the study is determining the influence of teacher-learner interaction
towards the academic performance in Accounting II of Grade 12 ABM students. The study
considers students personal information such as age, sex, and family monthly income.

The researcher limit the study to 111 Grade 12 ABM students for the quantitative method
and ten (10) Grade 12 ABM students for the focus group discussion, enrolled in Doña Hortencia
Salas Benedicto National High School S.Y. 2018-2019.

The respondents will be selected from three (3) different sections for the quantitative method.
For the qualitative, ten (10) students coming from three (3) sections of Grade 12 ABM were
selected through purposive sampling and were invited for an interview, particularly, a focus
group discussion in which all of the respondents were asked the same set of questions provided
by the researchers to avoid bias and get objective perception.

The whole interview was recorded for the transcription and data gathering purposes. The
study was conducted at DHSBNHS from June 2018 – April 2019.

Conceptual Framework

Academic Performance in
Teacher-learner Interaction
Accounting II

Figure 1. Diagram showing the connection of level of Teacher-learner Interaction to the level of
Academic performance of students in Accounting II

The figure 1 shows the variables of the study. The Level of Influence of Teacher-learner
Interaction is assigned as the independent variable and the Level of Academic performance of
students in Accounting II as the dependent variable. The arrow indicates that there is a cause-
effect relationship and meaning. Teacher factors might have significant effect in the academic
performance of the students in accounting 2.

Theoretical Framework

Schunk Learning Theory

Learning theory are grouped into three basic categories the behaviourist learning theory,
cognitive-information processing theory, and cognitive-constructivist learning theory.

According to Schunk (2012) in behaviourist learning theory have proved useful not only in
managing behaviour but also for managing the way instruction is delivered. Behaviourist argues
that the only evidence of learning comes from the study of overt behaviours. How one can be
sure that students acquire knowledge or a skill unless we can see them actually do something
with that knowledge or skill? In implication for teaching correct behavioural responses are
transmitted by the teacher and absorbed by the students.
 According to Schunk (2012) in cognitive-constructivist learning theory in students’ autonomy
ask students for their personal theories and understanding before any instruction. Make learning
a personal relevant and meaningful behaviour. Relate learning to practical ideas and personal
experiences, learners set their own goals and motivate themselves to learn.

Schunk (2012) stated that teachers should allow students to explore specialization and
solve real-world problems as they develop clearer interest and deeper knowledge and skills.
Teacher explanation, support, and demonstrations are requested.

According to Schunk (2012) the teachers facilitates learning by providing an environment

that promotes discovery and accommodation. Create a classroom atmosphere wherein there is
a joint of responsibility for learning. Technology and other resource exploration might be used to
facilitate idea generation and knowledge.

Schunk (2012) stated that instructional strategies should be based on desired learning
outcomes and learners’ prior knowledge, experience, and interest. Students differ in terms of
learning requirements and preferred learning methods to satisfy as many students’ different
approaches should be utilized when appropriate.

Significance of the Study

The findings of this study will reflect the benefit of the school, students, teacher, parents and
the future researchers, considering the influences of teacher-learner interaction to the academic
performance of the students. If the teacher is effective enough then the students will be in good
condition and have good academic performance. The recommended approaches derive from
the results of this study will truly help the beneficiaries.

To the school the proposed study will serve as a basis or guide to them in order to help
minimize the increasing rate of students who have bad academic performance not only for the
students but also for the institution.

To the teacher the proposed study will help the teacher determine what kind of strategy to
do, not to, or to maintain in order to have good influence to the students’ academic
performance.

To the students the proposed study will help the students to have a good mental condition
and at the same time to help them in their academic performance.
 To the parents the proposed study will help the parents take part of their responsibility with
the academic performance and mental condition of the students.

To the future researcher the proposed study will help the researcher to serve as basis for
further research, literature and could help contribute enhancing the next related studies about
teacher-learner interaction and academic performance in Accounting.

Definition of Terms

Academic performance - is the total score or grade point which is attained by distance
learners. It is measured using a trimester's grade point average
(GPA) and an academic year's cumulative grade point average
(CGPA). (IGI global)
In this study, the resarcher considered Academic
performance as a measurement of final grade earned in the
course (Elmore et.al, 2017

Accounting 2 - This course is a review of concepts of how accounting is

designed to help management make its most important financial
decisions. It start by reviewing the principles that should guide
accounting in order to serve the purpose for which accounting is
designed. Accounting for different business forms is contrasted.
Analytical approaches for decisions related to cost of
production, volume and investment are introduced. The
emphasis is on the ability of the accounting function to provide
the needed information for the firm to remain profitable.
(peoi.org)
In this study, the researcher considered Accounting 2 as the
subject basis of the academic performance of the students.
 Chapter II
Review of Related Literature

This chapter presents a review of related literature about the teacher-learner interaction
towards the academic performance of students in Accounting II. According to Barberos, Gazalo,
& Padayogdog (2018), Teachers being the focal figure in education. Effective teaching is
concerned with the student as a person and with his general development. It is always a fact
that educators play a vital role in the classroom. Teachers must recognize the diversity and
complexity in the classroom, be it the ethnicity, gender, culture, language abilities, and interest.
As has been said, what happens in the classroom depends on the teacher’s ability to maintain
students’ interest,” teaching takes place only when learning does”. According to Tickell, Lim,
Blachandran (2012), the design of an introductory accounting course remain a challenging task
for accounting educators.TLI or Teacher-learner interaction is perceived as a main factor of the
academic achievement of students. TLI refers to the interaction between educators such as
teacher and students or learners.

Teacher-learner Influence

According to the proposition of Furrer, Skinner, and Pitzer (2014) , the quality of students
relationship with teachers and peers is a fundamental substrate for the development of
academic engagement and achievement wherein positive effects and negative effects of
student-teacher relationship was discussed and explained.

As based on Zee and Koomen (2016) proposition, that it is important for educators to be
satisfied and comfortable with own jobs or profession to avoid inefficient teaching strategies.
They should first consider their purpose in applying for a particular job to prevent affecting
students’ knowledge and skills.

Perhaps every teacher should have a remarkable and busting influence on students’ lives
(Stronge, 2018). Effective qualities of a teacher should be determined. Example of these are the
professional knowledge, instructional planning, instructional delivery, assessment, learning
environment, and professionalism (Stronge, 2018).Teachers who wish to improve their own
performance should be given an advice and anyone who vested in students and their success
can gain valuable insight and practical tools to ensure positive outcomes for all students.
 Creating a classroom climate that is more conductive to learning promotes positive
developmental outcomes to students (Jennings & Greenberg, 2009). The development of
students’ knowledge depends on the environmental factors. These factors include the
relationship with peers, teachers, school, and even family.

As Waseka, Simatwa, and TO (2016) have stated, the teacher is the number two factor that
influences students’ academic performance. Proposing that teacher are the facilitators of the
learning process, they’ve arrived at the conclusion that teaching/learning process is central to
any education system. That is why teachers, being the focal figure in education must be
competent and knowledgeable in order to impart the knowledge they could give to their
students.

On the other hand, Adunola (2011) studied the development of healthy concepts productivity
of the teacher wherein he investigated the two teaching methods (storytelling and play way
method) and concluded that the two teaching methods supports the creation of multicultural
awareness in classroom and encourages the development of healthy self-concepts. The
proposition was to encourage the teachers to determine different factors that are needed to be
considered before applying different teaching methods.

The proposition of Rubie-Davies et.al (2010) was that when teachers expected their students
to do well they interact in a ways that led to their expectation being fulfilled. Since then the
research has consistently explored teacher expectations; expectation of significant others for
student outcomes have been largely ignored. For example, while teachers clearly hold
expectations for students, students will have self-expectation and parents will also have
expectation for their children.

According to Kosgei, Mise, Odera, and Ayugi (2013) short term activities such as mentoring,
peer evaluations and workshops as ways other than formal qualifications for improving teaching.
Teacher qualification suggest that the availability of enough qualified teachers must have been
determinant for students performance.

Ronfeldt, Framers, McQueen, and Grissom (2015) stated that teacher improve at greater
rates when they work in schools with better collaboration quality. These results support policy
efforts to improve student achievement by promoting teacher collaboration about instruction in
teams.
Academic Performance in Accounting

According to Egalite and Kisida (2017) relying on classroom fixed-effects strategy ,it show
that students assigned to a teacher with similar demographic characteristics experience positive
benefits in terms of these academic perceptions and attitudes.

Iqbal et.al(2017) mentioned the different motives and expectation of students towards
accounting. For instance, there was an investigation with the differences in motivation,
expectation, and preparedness towards the higher education among first – year students on
gender basis having accounting as a major subject. But then, it was revealed that there is no
significant difference on the basis of gender among students.

According to Garkaz (2011) that there are several factors may affect students’ academic
performance. The result shows that gender, type of diploma, interest, and employment status
are meaningfully related to the academic performance. However, it has been proved that’s
student’s marital status and family role in choosing major have no significant relationship with
academic performance.

Sargent, Borthcik, and Lederberg (2011) implied that using different strategies such as
learning motivation, or using ultra-short online videos contributes to the adhesion of three
common reasons for poor performance: Intimidating class environment, low appetite, and low
motivation.

Zee and Koomen (2016) stated that links were showed with students’ academic adjustment,
patterns of teacher behaviour, and practices related to classroom quality, and factors underlying
teachers’ psychological well-being, including personal accomplishment, job satisfaction, and
commitment.

Honicke and Broadbent (2016) stated the relationship between academic self-efficacy and
student’s academic performance, and known cognitive and motivational variables that explain
the relationship. Previous reviews report moderate correlation between the variables but few
discuss mediating and moderating factors that impact this relationship.
Another Osie, Kate, Yeboah, and Darkwa (2014) revealed that availability of residential facilities
in schools and instructional materials have positive influence on the level of students’ academic
performance in financial accounting, Students who have access to relevant instructional
materials such as recommended textbooks, ICT, and library facilities those materials to
supplement their learning endeavours.

Uyar and Gungormos (2017) indicated that factors such as age and gender have no
significant relationship with students’ academic performance in accounting yet prior knowledge
in accounting and attendance are significantly related to students’ performance in the financial
accounting course.

Craddock (2016) stated that K-12 education system will leave its students better equipped
for employment. There is a fear of financial hardships is at the heart of many concerns. Some
parents oppose the reform because the cost of keeping the children in school and out of the
workforce for two additional years will be a financial strain.

Lastly Hanushek (2008) stated that the common inputs are things like school resources,
teacher-quality, and family attributes; and the outcome is student achievement. Implying that
conventional input policies are unlikely to improve achievement. Family background is usually
characterized by such socio-demographic characteristics as parental education, income, and
family size. Peer inputs were included are typically aggregates of student socio-demographic
characteristic or achievement for a school or classroom.
Synthesis

As a conclusion, in order for a student to have acquisition of knowledge with regards to the
accounting subject, there should be first an evaluation of the influences of teacher-learner
interaction so that there will be a progress in students’ learning’s and for them to be able to
achieve academic excellence. Teachers should also consider themselves on how they interact
with students and on how they’ll adjust on the expected environment of their students.

Accountancy is very complex. So in order to understand its concepts, there should be an

effective and efficient interaction between teachers and students. Problem with academic
performance of students should be addressed for it reflects students learning’s and may affect
them in the future if they encounter the more complex accounting.

There is an impact on the academic performance of the students because of the teaching
method and teachers are the facilitator of learning process. The similarities of both variables are
both the teacher and students plays a role inside the school in order to achieve a certain goal. If
the other fails to do its task then it would widely affect the other. On the contrary the teachers
have lots of factors and aspects that could affect the students’ performance.

The studies all considered the variables and its teacher –learner influence to the academic
performance in Accounting and as well as to students’ learning’s.
 CHAPTER III

INTRODUCTION

This chapter presents the research design used, the participants of the study, the research
instrument, its validity and reliability, the data gathering procedure, the statistical treatment for
analysis and interpretation.

Research Design

The study has used descriptive correlational research design. It determines the relationship of
Teacher-Learner Interaction in the academic performance in Accounting II of grade 12 ABM
students S.Y. 2018-2019. The research used survey questionnaire with a Five (5)-point Likert
Scale which is used to gather the responses of the respondents from ABM Tycoon, ABM
Executive, and ABM Accountant.

Descriptive is serving or seeking to describe, describing or classifying in an objective and non-

judgemental way by Oxford Dictionaries.

Correlational is a mutual relationship or connection between two or more things by Oxford

dictionaries.

Participants and Locale of the study

Distribution of the respondents per classroom of Grade 12 ABM students of DHSBNHS S.Y.
2018-2019
Table 1: Number of Respondents per classroom

Grade and section Total number of Sex Total number of

Students per respondents per
Male Female
classroom classroom

12 ABM Tycoon 40 12 28 40
12 ABM Executive 38 7 31 38
12 ABM Accountant 33 7 26 33
Total 111 26 85 111
 Complete enumeration sampling was used for the quantitative part to the Grade 12 ABM
students of DHSBNHS S.Y. 2018-2019. The total number of ABM students which is one
hundred eleven from ABM Tycoon, ABM Executive, ABM Accountant were selected to
participate in the survey. The total number of students who participated in the study is only one
hundred two. A total of 111 survey questionnaire were collected from the respondent resulting in
a 100% response rate. 23.42% were male and 76.58% were female were recorded. During data
gathering the total number of students who participated in the study is only one hundred two
with a response rate of 92%.

In the qualitative part, ten (10) respondents coming from three (3) different sections of ABM
strand were selected through a purposive sampling and were invited for an interview.

Research Instruments

A survey questionnaire was used to determine the relationship between the Teacher-learner
influences in the academic performance in Accounting II as an ABM Students for the
quantitative part. There were two (2) variables involved the teacher-learner interaction and the
student academic performance in Accounting II. There were 10 item questionnaire were
answered by each respondents ten (10) questions for the teacher-learner interaction and ten
(10) for the student academic performance. The questions were based from Schunk Learning
Theory, it was stated that the teachers facilitates learning by providing an environment that
promotes discovery and accommodation.

Qualitative part used focused group discussion to determine the encountered challenges by
the respondents regarding the subject Accounting II and their corresponding coping mechanism
in which all of the respondents were asked the same set of questions provide by the
researchers.

Validity

The reliabity test was conducted on August 30, 2018 among Grade 12 ABM students of
Doña hortencia Salas Benedicto National High School and a total of 20 respondents were
chosen from the three sections: Tycoon, Executive and Accountant employing a random
sampling. After the reliability, the researchers do the validation.
 The survey Questionnaire used the validation instrument adapted from by Good and Scates
(1972) to test the applicability and uniformity to the objectives of the researcher. The survey
questionnaire underwent consultation and validations from our validator; Mrs Merlivi P. Siray
Teacher II of DHSBNHS, Entrepreneurship, Mrs Jane Q. Agreda Teacher III of DHSBNHS,
Accounting II, and Mrs Love Joy T. Empio, MED-TLE Teacher II of DHSBBNHS, Accounting I.
 Table 2: Validation of the Research Instrument

Area Criteria Validators Average

Score
1 2 3
1 The questionnaire is short enough such that the 5 5 5 5
respondent will not reject it because it will not
drain much of his precious time.
2 The questionnaire has face appeal such that 5 5 4 4.67
the respondent will be inclined to accomplish it
fully.
3 The questionnaire can obtain some depth to 4 5 4 4.33
the responses & avoid superficial answers or
information.
4 The items and their alternative responses are 4 5 4 4.33
not too suggestive.
5 The questionnaire can elicit response which is 5 5 4 4.67
definite but not mechanically forced.
6 The items are stated in such a way that the 3 4 4 3.67
responses will not be embarrassing to the
person concerned.
7 Items are framed in such a manner as to allay 4 4 4 4
suspicion on the part of the respondent
concerning hidden purposes in the
questionnaire.
8 The questionnaire is not too narrow, not 4 5 4 4.33
restricted or limited in its scope or philosophy.
9 The responses to the questionnaire, when 5 5 4 4.67
taken as a
whole, could answer the basic purpose for
which the questionnaire is designed and
therefore considered valid.
Total 39 43 37 41

Average Rating 4.33 4.78 4.11 4.41

The validation scale rate was 1-5; an overall average of 4.41 was stated by the three
validators. Therefore, the instrument is considered valid. The questionnaire is short enough
such that the respondents will not reject it, it has face appeal, it can obtain some depth to the
responses, the items and their alternative responses are not too suggestive, it can elicit
responses which are definite but not mechanically forced, the items are stated in framed, the
items are stated in such a way that the responses will not be embarrassing to the person
concerned, the questionnaire is not too narrow, not restricted or limited to its scope and the
responses to the questionnaire when taken as a whole could answer the basic purpose for
which the questionnaire is designed.

Data Gathering Procedure

The reliability test was conducted to 20 respondents employing random sampling from
Grade 12 ABM Tycoon, Executive and Accountant on August 30, 2018. After this, the validation
was conducted and it was revealed that the research instrument was valid with an overall
average of 4.27.After the researchers ensured the validity of the survey questionnaire from the
three validator the official list of respondents was assessed.

The total population of Grade 12 ABM Students was 111 abled to participate in the survey.
Before conducting the validity test, the researchers went to the section advisers of Grade 12
ABM Tycoon, ABM Executive and ABM Accountant and asked a permission to conduct a survey
during their class hours on September 13-14, 2018. Before conducting the research, the
researchers had a short introduction about their study and the rights of the participants in the
survey by having an option to decline and withdraw anytime they want to not participate in the
study. It was followed by distribution of the survey questionnaires facilitated by the researchers.
The collection of data by survey questionnaire spanned for two days which was facilitated by the
researcher in each class. The gathered data from the respondents has a 100% response rate
and was ensured to be confidential. It was organized and tabulated by the researchers to get
the response from each respondent.

The organization and tabulation of data (data cleaning and encoding) was done right after
the researchers had finished with their data gathering and it was revealed that only 102
respondents or 92% accepted and accomplished fully the study. The researchers also asked
with the help of statistician for a more accurate statistical result and analysis using SPSS.

On the other hand, in the qualitative part, purposive sampling has been utilized and focused-
group discussion in which all the respondents were asked the same set of questions provide by
the researchers. Each respondent was given an informed consent before the conduct of the
interview to ensure the privacy rights of the respondents. The whole interview was recorded for
the transcription and data gathering purposes.
Data Analysis

After the data have been gathered through the questionnaire, the researcher applied the
following statistical tools:

For problem 1, the frequency and percentage distribution were used in determining the
profile of the respondents in terms of the variables: a. Sex, b. Age, and c. Monthly Income of
parents

For problem 2 and 3, the participants weighted mean and percentage, were used to
determine the level of teacher-learner influence of Grade 12 ABM students and to determine the
level Academic performance of Grade 12 ABM students in Accounting II.

For problem 4, the Spearman rho- correlation coefficient test was used to determine if there
is a significant relationship between the influences of teacher learner interaction towards the
academic performance in Accounting of Grade 12 ABM students.
 Chapter IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the results from the analysis and interpretation of data for the
purpose and better understanding of the research study specifically the qualitative part and
quantitative part.

The quantitative study was able to determine the demographic profile of the respondents
and as well as completed the two statement of the problem such as the influence of teacher-
learner interaction and the academic performance of the students.

For the qualitative part, the influences of teacher-learner interaction in the academic
performance of grade 12 ABM students in DHSBNHS gathered a total of 63 initial codes which
supported the notion that the academic performance of students is influenced by teacher-
learner interaction. Additionally, our respondents singled out ideas which helped this study
determined whether their academic performance was really affected by how they interact with
their teacher. Moreover, we came up a total of 13 sub themes which were developed from those
63 initial codes and 2 major themes from these 13 sub themes.

Profile of the Respondents

Table 1 Sex of the Respondents

Sex of the Respondents Frequency Percentage

Male 25 24.51%

Female 77 75.49%

Total 102 100%

Table 1 shows the frequency distribution of students by sex. It indicates that 75.49% are
female while 24.51% are males which are relatively lower than females.
Table 2 Ages of the Respondents
Age of the Respondents Frequency Percentage

16 below 1 0.98%

17-18 97 95.10%

19 and above 4 3.92%

Total 102 100%

Table 2 shows the frequency distribution of students by age. It reveals that majority or
95.10% are 17-18 years old and 3.92% are 19 and above. Some of the students are 16 and
below with an average of 0.98%.

Table 3 Summary of the Profile Data

Demographic Profile of the Responsdents

Age

Sex

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00%

Sex Age
1 24.51% 0.98%
2 75.49% 95.10%
3 3.92%

Table 3 shows that one hundred two people were selected to be completely
enumerated. A total of 102 completed survey questionnaire were collected, representing the
three sections of Accountancy and Business Management, and resulting response rate of 100%
respondents were given in English language. This part provides the summary of the profile data
representing the complete enumeration of the sexes of the respondents coming from all
sections of grade 12 ABM strand which includes the ABM Tycoon, Executive, and Accountant
with 24.51% reporting males and 75.49% reporting females and with the corresponding ages 16
and above who were selected to complete the survey. This technique has resulted in an age
representation mostly comprised of 16 below students with 0.98%.17-18 years old with 95.10%
and the remaining 3.92% for the 19 and above.
 I. Influence of Teacher Learner Interaction of Grade 12 ABM students in DHSBNHS

Table 4 Mean of Influence of Teacher Learner Interaction of Grade 12 ABM students in DHSBNHS

5 4 3 2 1 Total Mean Interpretation

Statements f % f % f % f % f %

1.Integration of 2 2% 40 39% 43 42% 13 13% 4 4% 100% 3.23 HIGH

theory and
practices in
teaching the
lesson
2.Creative 1 1% 14 14% 37 36% 41 40% 9 9% 100% 2.58 AVERAGE
presentation of
the lesson such
as motivation
games

3.Understandable 3 3% 25 25% 47 46% 23 23% 4 4% 100% 3.00 AVERAGE

explanation of
lesson
4.Use of 2 2% 20 20% 30 29% 37 36% 13 13% 100% 2.62 AVERAGE
instructional
materials such as
projectors
5.Provision of 8 8% 43 42% 33 32% 13 13% 5 5% 100% 3.35 AVERAGE
real life situation
for problem
solving activities
6.Provision of 6 6% 51 50% 29 28% 15 15% 1 1% 100% 3.45 AVERAGE
positive
classroom
environment
7.Step-by-step 7 7% 36 35% 36 35% 16 16% 7 7% 100% 3.20 AVERAGE
explanation of
lesson
8.Provision of 5 5% 57 56% 22 22% 13 13% 5 5% 100% 3.43 AVERAGE
positive feedback
for motivation
9.Good 10 10% 56 55% 28 27% 4 4% 4 4% 100% 3.63 HIGH
relationship with
teacher in the
classroom
10.Sharing 13 13% 56 55% 29 28% 3 3% 1 1% 100% 3.75 HIGH
personal
experiences
 Table 4 shows the mean of Teacher Learner Interaction of Grade 12 ABM students. The
participants exhibited with the mean of 2.58, 3.00, 2.62, 3.35, 3.45, 3.20, and 3.43 for question
2, 3, 4, 5, 6, 7, and 8 respectively which is average.

A. Creative presentation of lesson such as motivation games affirms to the study of to Kosgei,
Mise, Odera, and Ayugi (2013) short term activities such as mentoring, peer evaluations and
workshops as ways other than formal qualifications for improving teaching, while Sargent,
Borthcik, and Lederberg (2011) disagree, implied that using different strategies such as learning
motivation, or using ultra-short online videos contributes to the adhesion of three common
reasons for poor performance.

B. Understandable explanation of lesson affirms to the study of Waseka, Simatwa, and To

(2016) has stated, the teacher is the number two factor that influences students’ academic
performance. Proposing that teacher are the facilitators of the learning process.

C. Use of instructional materials such as projectors affirms to the study of Osie, Kate, Yeboah,
and Darkwa (2014) revealed that availability of residential facilities in schools and instructional
materials have positive influence on the level of students’ academic performance in financial
accounting. Also Schunk (2012) stated that instructional strategies should be based on desired
learning outcomes and learners’ prior knowledge, experience, and interest. Students differ in
terms of learning requirements and preferred learning methods to satisfy as many students’
different approaches should be utilized when appropriate.

D. Provision of real life situation for problem solving activities affirms to the study of Schunk
(2012) stated that teachers should allow students to explore specialization and solve real-world
problems as they develop clearer interest and deeper knowledge and skills. Teacher
explanation, support, and demonstrations are requested.

E. Provision of positive classroom environment affirms to the study of Jennings & Greenberg
(2009) creating a classroom climate that is more conductive to learning promotes positive
developmental outcomes to students.

F. Step-by step explanation of lesson this affirms to the study of Stronge (2018). Effective
qualities of a teacher should be determined. Examples of these are the professional knowledge,
instructional planning, instructional delivery, assessment, learning environment, and
professionalism. Teachers who wish to improve their own performance should be given an
advice and anyone who vested in students and their success can gain valuable insight and
practical tools to ensure positive outcomes for all students

On the other hand, the participants exhibited a mean of 3.23, 3.63, and 3.75 for question 1,
9, and 10 respectively which is high.

A. Integration of theory and practices in teaching the lesson affirms to the study of Schunk
Learning Theory (2012) that states the three basic learning theories the behaviourist learning
theory, cognitive-information processing theory, and the cognitive-constructivist learning theory.
Behaviourist learning theory has proved useful not only in managing behaviour but also for
managing the way instruction is delivered. Cognitive-constructivist learning theory in students’
autonomy, asks students for their personal theories and understanding before any instruction.
This learning theory also includes making learning a personal relevant and meaningful
behaviour. And lastly is the relation of learning to practical ideas and personal experiences,
which enable learners set their own goals and motivate themselves to learn.

B. Good relationship with teacher in the classroom affirms to the study of Furrer, Skinner, and
Pitzer (2014), the quality of students’ relationship with teachers and peers is a fundamental
substrate for the development of academic engagement and achievement.

C. Sharing of personal experience affirms to the study of Schunk Learning Theory (2012) which
implies that when teachers relate learning to practical ideas and personal experiences, learners
set their own goals and motivates them to learn.
II. Academic Performance in Accounting of Grade 12 ABM students in DHSBNHS

Table 5 Mean of Academic Performance in Accounting II of Grade 12 ABM students in DHSBNHS

5 4 3 2 1 Total Mean Interpretation

1. Background 5 5% 33 32% 42 41% 21 21% 1 1% 100% 3.20 AVERAGE
knowledge about
book of
accounts.
2.Understanding 7 7% 30 29% 48 47% 12 12% 5 5% 100% 3.22 AVERAGE
of lesson through
students
reporting
3.Provision of 7 7% 54 53% 31 30% 9 9% 1 1% 100% 3.56 HIGH
opportunities in
preparation for
more complex
accounting
subject
4.Consistent 1 1% 24 24% 49 48% 23 23% 5 5% 100% 2.93 AVERAGE
accomplishment
of homework in
Accounting 2
5.Interest in the 6 6% 27 26% 46 45% 18 18% 5 5% 100% 3.11 AVERAGE
lesson in
Accounting 2
6.Difficulty in 9 9% 30 29% 39 38% 21 21% 3 3% 100% 3.21 AVERAGE
Journalizing
7.engagement in 2 2% 12 12% 40 39% 40 39% 8 8% 100% 2.61 AVERAGE
activities in
Accounting 2
class
8.Difficulty in 0 0% 31 30% 36 35% 31 30% 4 4% 100% 2.92 AVERAGE
posting in
General Ledger
9.Difficulty in 1 1% 24 24% 46 45% 27 26% 4 4% 100% 2.91 AVERAGE
balancing Trial
Balance
10.Posting 1 1% 23 23% 43 42% 31 30% 4 4% 100% 2.86 AVERAGE
difficulties of
entries from
Journal to ledger
 Table 5 shows the mean of Academic Performance in Accounting II of Grade 12 ABM
students. The participants exhibited with the mean of 3.56 for question 3 which is high.

Provision of Opportunities in preparation for more complex Accounting subjects this affirms
to the study of Iqbal et.al(2017) mentioned the different motives and expectation of students
towards accounting. For instance, there was an investigation with the differences in motivation,
expectation, and preparedness towards the higher education.

On the other hand, the participants exhibited with the mean of 3.20, 3.22, 3.11, 3.21, 2.61,
2.92, 2.91, and 2.86 for question 11, 12, 14, 15, 16, 17, 18, 19, and 20 respectively which is
average.

A. Background knowledge about book of accounts, Difficulty in journalizing, Difficulty in posting

in General Ledger, Difficulty in balancing Trial Balance, and Porting difficulties of entries from
Journal to Ledger affirms to the study of Uyar and Gungormos (2017) which indicated that
factors such as age and gender have no significant relationship with students’ academic
performance in accounting yet prior knowledge in accounting and attendance are significantly
related to students’ performance in the financial accounting course.

B. However, understanding lesson through students reporting, consistent accomplishment of

homework in Accounting 2, interest in the lessons Accounting 2 and ,engagement in the
activities in Accounting 2 class affirms to the study of Kosgei, Mise, Odera, and Ayugi (2013)
considering short term activities such as mentoring, peer evaluations and workshops as ways
other than formal qualifications for improving teaching. Teacher qualification suggests that the
availability of enough qualified teachers must have been determinant for student performance.

C. Moreover, Adunola (2011) studied the development of healthy concepts productivity of the
teacher wherein he investigated the two teaching methods (storytelling and play way method)
and concluded that the two teaching methods supports the creation of multicultural awareness
in classroom and encourages the development of healthy self-concepts. The proposition was to
encourage the teachers to determine different factors that are needed to be considered before
applying different teaching methods.
III. Significant Relationship between the Influence of Teacher-learner Interaction and the
Academic performance of the students in Accounting 2

I. Significant Relationship between the Teacher-learner Interaction and

Academic Performance in Accounting II

Table 6. Relationship result of Teacher-learner Interaction and Academic

Performance in Accounting II
Variables r p-value
Academic
Teacher-learner
Performance in 0.295** 0.003
Interaction
Accounting II
**- highly significant (p-value ≤ 0.05)

II. There is a significant relationship between the Teacher-learner Interaction and

Academic Performance in accounting II because the correlation coefficient
which is 0.295 is interpreted as ‘Positive Weak Correlation’ with p-value of
0.003. With this, null hypothesis is rejected. This means that as Teacher-learner
Interaction increases, the level of Academic Performance in Accounting II also
increases, however weak.

This conforms to the result of Tyler and Boelter (2008) positive teacher
expectations were associated with high academic performance or academic gains, were
as negative teacher expectations resulted in decrease in academic performance. The
significance in knowing the teacher’s beliefs regarding their roles in student motivation
is crucial due to accepted correlation between this perception and actions.

In the qualitative part, the study determined the two major themes. The
respondents shared the challenges they have encountered in relation to the subject
accounting II which is the first major theme which was corresponded by the other major
theme, coping mechanisms of the respondents. The respondents pointed out different
factors which affected their learning specifically the teaching strategies, teacher's
attitude, environment, teacher-student relationship, and negative characteristics of
students which they considered as challenges for learning. On the other hand, they also
shared their ways in coping with the mentioned challenges and these include asking
help, cheating, self-study, and procrastination, positive outlook in coping with difficulties,
taking down notes, considering other methods to learn, and listening.
IV. Challenges towards Accounting II

The respondents were able to share the influences of teacher-learner interaction to

their academic performance in accounting. The respondents considered teaching
strategies as a challenge to their learnings. Some stated that they have encountered
different challenges with regards to teacher's ways of teaching. In addition, the
respondents pointed out ideas that challenge them such as ineffective teaching,
teacher's characteristics, environment, and relationship with teacher which can
conclude that their performances inside the classroom is influenced by teacher-learner
interaction.

A. Teaching Strategies as a challenge for learning

Ineffectiveness of teaching was considered by the respondents as one of the

challenges that they have endured or encountered. Specifically, respondents referred to
not understandable or unclear explanations of teacher, teacher's improper way of
starting the lesson, or confusing explanation of teacher as things which challenge them.

In FGD 2 the respondent 7 pointed out that the teacher herself is somehow
understandable yet there are times that she's confusing and hard to understand.

R7:"May times nga mainchindihan mo man sa pro kun kes a ya may ara

nga ga libog gd ya ulo mo nga pano ni na kwa ya nga ah, nga ah daw ka

budlay gani inchindihon kun diin ni naghalin ang tanan nga gulpi nalang

nga ah nag amo nlng ni daun haw..."

(There are times that the teacher is understandable but sometimes she is really
confusing and hard to understand, and ask like how did they arrive to that certain idea)

R10 supported R7's opinion wherein he/she said that teaching strategies of teacher are
not that understandable or clear.
 R10:"...not clearly not really gd bla nga understandable [ ang pagtudlo
sang maestra indi maayo mainchindihan ]

( not that clear or not really that understandable [ the way the teacher teaches isn’t that
much understandable])

Thus, these opinions stated by prior respondents about ineffectiveness of teacher's

teaching strategy was supported by R9 through sharing her own insights and
elaborating examples why her teacher isn't that effective. It can be concluded in her
response that their teacher is not that good because she does not explain their lesson
step-by-step.

R9: " para sakun indi gd saya effective klase maestra sa

Accounting 2 pero for my own opinion lang kay daw for example mag

klase siya biskan tuod aga kami ya mahambal sa bi nga nami amon nga

schedule kay ara kami sa aga pro ara bla nga ang mind namon ndi ma

settle kay paga bot namun sa classroom sa sulod sang classroom wala

siya blaa no wla sya bla proper daw diretso lang daun iya klase dasun for

example ma klase sa butang ya lang sa blackboard wala ya bala napang

isa isa daw gina gulpi yalang tanan daw dasig lang saya mag klase"

(for me she is not an effective type of teacher in Accounting 2 but it is only for my own
opinion because for example when she teaches although our schedule is in the morning
then she'll say that our sched is good for it is a morning class but still our minds can't be
settled down because when we arrived in our classroom, the teacher has no proper way
of starting her lessons but directly starts to discuss like for example when the teacher
teaches, she just writes her lesson on the board without doing it step-by-step it seems
she's urging everything like she discusses fastly)
B. Teacher's attitude as a challenge for learning

The respondents also considered the influence of teacher's attitude to their academic
performance. It can be concluded from respondents' answers that teacher's attitude
such as laziness in teaching negatively impacts her learnings.

In this case, it can be concluded in R1's response that student's performance depends
on teacher's attitude. He/She said that he/she is negatively affected by her teacher's
attitude towards teaching.

R1: "...tungod kay may ara time nga daw wala gana ang teacher mag

klase kay kis a gaka tamad sa mag tudlo or gapataka sa. Gaka apektohan

ko kay imbis nga maka learn new lesson, pero wala na lang kay daw wala

nako gana ma mati pa"

(...because there are times that the teacher seems to be not interested in her discussion
because sometimes she becomes lazy in teaching or she's mindless. I am affected
because instead I would learn new lesson, I will learn none because I lose interest in
listening)

C. Environment as a challenge for learning

The respondents shared her experience about the teacher's provision of environment
inside their class. It is concluded that the respondents were also affected by the
environmental factors inside their class. The respondent considered drowsiness and
boring atmosphere as the environmental factors provided by teacher which are
inequitable for learning. Additionally, respondents pointed out an idea which would
prove that the atmosphere inside the class that is provided by teacher is one of the
factors influencing their academic performance in their accounting class.

According to R4, their schedule is not that equitable for learning same way with
provided environment by the teacher and perceived subject as drowsy.
 R4: "I think it's somehow boring especially the time of accounting in the

Tycoon's schedule is...1:30 to 3:30 katuluyo gid nga… subject"

(I think it is somehow boring especially the time of accounting in the Tycoon's schedule
is... 1:30 to 3:30 which make it as a drowsy kind of... subject)

This was agreed by the statement of respondent 7. R7 also percieved her teacher's
teaching strategy as not understandable due to drowsiness.

R7: "ako ya daw indi ko mainchindihan kay daw katuloyu bala haw plus

pa to sang oras that time ti gaka tulogan ko "

(I can't understand so well because it is so drowsy plus the time that's why I tend to
sleep)

D. Teacher- Student Relationship as a challenge for learning

The respondents also mentioned about their relationship with their teacher as one of the
challenges influencing their learnings. Apparently, two respondents shared their
perceptions towards negative effects of teacher-student relationship. Specifically,
respondents pointed out that not having relationship with teacher negatively impacts
their learnings yet too much closeness with teacher opens them to rumors. Moreover, it
can be concluded that respondent's relationship with her teacher can be considered as
one of the influence affected their academic performance inside the class.

R3 in FGD 1 presumes that not having relationship with teacher really affects them in
way that they'll be shy to approach the teacher which leads to the low capability of
students to understand the lessons.

R3:"...kung wala ka relationship sa teacher mo mahuya ka mag approach

so you will not able to understand what is the lesson nga gina ginhatag

niya sa inyo..."
(...if you don't have relationship with your teacher, you'd be shy to approach her so you
will not be able to understand what is the lesson that the teacher is providing to you...)

Respondent number 2 in FGD 1 bursted out a thought that closeness with teacher
should be limited because it is inevitable that the students who are too close with their
teacher will be called as "PASIPSIP".

R2: Ara bala nga indi ka man mag siling nga too much close sa imo nga..

maestra kay kis.a ara bala nga indi ta man malikawan ang... hambal naga

pasipsip ka.

(The point is you should not be too close with your teacher because sometimes we can't
deny the fact that we can be called as "pasipsip")

At some point, there was a respondent who answered that relationship with teacher has
no distinct relation to student's academic performance.

E. Negative Characteristics of Students as a challenge for learning

Some respondents were able to share their hardships in coping up with their difficulties
in learning in behalf of the negative characteristics they have such as shyness, and
being impatient. Moreover, some have singled out ideas which supported this notion.

In FGD 1, R1 said that the personality can affect but he/she has a low confidence in
socializing or approaching his/her teacher that's why he/she can't cope with her
difficulties.

R1: "Para sakon... personality maka apekto sa kay syempre ako bi...

mahuluyaon.. daw wala ko kes.a... naano mag pamangkot sa maestra

kay.. daw nahuya gid ko bi daw gakaano gid ko sakon kawgalingon"

(For me... personality can affect because as for me... I am a shy type of person...
sometimes I'm not... I hesitate to ask the teacher because... I am shy it seems I am
bothered by myself)

R3's statement somehow supported the statement of R1. He/She pointed out that
having negative personality like being shy disables him/her to socialize to other
students, to approach her teacher, or to learn or cope with their learning difficulties.

R3: "Are you referring to what kind of personality? Physical, mental,

social? Well, when it comes to personality, maka affect mn na sa guro sa

study ko in all aspect kay especially transferee ko di by? So, kun

transferee ka, damo gid ya hindrances, first, indi mo kilala ang mga

teachers, kaduwa indi mo kilala ang mga estudyante.. So if indi ka kabalo

makihalubilo kag mag treat proper sa imo isig ka tawo maapektuhan gid

na ya imo learnings kay... mahuya ka magrecite, mahuya ka... mag

approach sa mga classmates mo if there is an assignment, project, kag

kun may mga roleplay na bala haw you can't act the way nga dapat e act

mo.. sa sina nga activities so, yes"

(Are you referring to what kind of personality? Physical, mental, social? Well, when it
comes to personality, it can somehow affect my studies in all aspect especially I am a
transferee right? So, If you are transferee, there's a lot of hindrances. First, you are not
familiar with the teachers, second you are not familiar with the students... So if you don't
know how to socialize and properly treat your fellow men your learnings will be affected
because... you'll be shy to recite, you'll be shy... to approach your classmates if there is
an assignment, project, and if there are roleplays you can't act the way that you are to
act... in that activities so, yes)

As asked in FGD 1, R1 also mentioned about negative personality. It can be concluded

in R1's statement that the subject itself is so hard which disables students to gain
interests on it.
According to R1:

"Sa pagjournalize? Daw... manghindi ko... kay budlay"

(In journalizing? It seems... I'll give up... because It's so hard)

V. Coping Mechanisms of Students

The students were able to share their own ways of managing the specific challenges
they have encountered. Base on the responses, asking for help was habituated by the
students whenever they encounter difficulties in understanding. They customarily do
study like doing research, watching videos or tutorials, and self-study as well. Taking
time in understanding or answering activities was also applied by the students in order
for them to fully understand the lesson. Students also listen which helped them cope
with their difficulties in understanding. Furthermore, it is implicated in the results that
taking down notes also helped students managed the hindrances of learning. Having
positive outlook also helped students conquer their difficulties regarding teacher-learner
interaction. Additionally, students considered other methods for learning when they
were not comfortable with teacher's method. However, some have revealed that
cheating is also a way of surpassing difficulties if there's no other choice.

A. Asking Help

Respondents were able to share their ways of managing their difficulties regarding the
subject as to how they interact with their teacher. They've revealed that asking help with
someone helps them surpass their difficulties.

In FGD 1, respondent 5 managed his/her difficulties in understanding through asking

help from her friend.

R5: "for me... call a friend... tuod na ehh kay amo ko na tuod..."

(For me... call a friend... It is true because that's indeed me)

R7's statement supported R5's statement wherein he/she said that asking help
someone could benefit her as a student. He/She also said that this idea could help her
fellow students. His/Her statement goes this way:

"...ask help from someone nga manageable nga makabulig simu kag

makabulig mani sa iban kay kun indi effective ang ila nga teacher amo na

pede man nila ma try kay effective na sa kay maka gain ka knowledge sa

iban kun ano ila idea kag ma enlighten up ka..."

(...ask help from someone who is manageable in helping you and this could also help
anyone because if their teacher is not effective then they can also try it for it is effective
because you can gain knowledge from the others regarding what ideas they have that
would enlighten you up...)

R4 in FGD 1 pointed out that he/she asks help from a relative in order for her to conquer
his/her difficulties in understanding. He/She also gave an advice for other students like
students should have internet, willingness, diligence and guts to ask someone for this is
an effective way to surpass their difficulties in understanding.

R4: "...kung kis.a, I really give time gid ya to.. go gid ya sa balay kung

available man lang si manang gakadto gid ko na sila balay and then

gapatudlo gid ko bala... nga one-on-one gid... yes if they are just that...

serious nga magtuon gid... on.. especially online resources it's available

anywhere, anytime... internet lang kinanglan mo.. willingness lang

kinanglan mo kag diligence langgid magbasa and you can always ask for

help gid ya sa mga nakabalo kay there's nothing wrong with asking.. and

sometimes asking will help you clarify things"

(...sometimes, I really give time to... go to house if my sister is available I really go to
there house then I will ask for help... one-on-one... yes if they are just that... serious to
study... on... especially online resources it's available anywhere, any time... internet is
what you need... willingness is what you need and diligence in reading and you can
always ask for help from someone who's knowledgeable for there's nothing wrong with
asking... and sometimes asking will help you clarify things)

B. Cheating

At some point, apparently, respondents also considered cheating as their way of coping
with difficulties in the certain subject. Specifically, they tend to cheat due to difficulties in
understanding or if they have no more choice.

According to R6 in FGD 2, he/she conquered his/her difficulties through asking and

cheating wherein he/she said:

R6: "...indi gd ya malikawan ang manunod ka gd ya eh ndi ka gid ya ka

inchindi mung kag budlayan ka gd ya mag inchindi kay... ang na

encounter mo nga transaction ka layo bala sa mga gin hatag nga

example... kay the way siya mag hatag... the way bla siya mag hatag

transaction daw ka... dalom kag sometimes daw indi mo bala ang na

encounter mo bala sang una daw ka layo na bala... dyutay nalng guro nga

mga terms ang imo matandaan"

(...it is inevitable for you to not to cheat because you really can't understand and it is
hard for you to understand because... the transactions that you've encountered is far
more different from the examples that she gave... because the way she gives... the
ways she gives transaction it is a sort of... deep and sometimes you haven't
encountered before... It is somehow far... you can't remember your knowledge about the
terms)
R9's statement supported R6's statement wherein he/she uses cheating as an
alternative way to cope difficulties if asking questions won't work.

According to him/her, "gapamangkot ko sa barkada ko sa piyak na room

gapamngkot ko danay kun kablo sila pro kun sila mismo wala nabal.an

mamangkot ko daun sakun magulang pro kun wala nagid ma nunod na gd

ko ya..."

(I ask my friend in the neighboring room I basically ask if she knows but if they
themselves doesn't know I then ask my elder sibling and if there are none then I cheat)

Respondent 8 also used to cheat but not all the time.

R8: "akun ya pamangkot kag sometimes panunod "

(Mine is through asking and sometimes cheating)

C. Self-Study

The respondents considered self-study as their own way of coping with their difficulties.
Specifically, this includes doing own research, reading different sources. Moreover,
respondents pointed out ideas which can support this conclusion.

R4 in FGD 1 pointed out that he/she does reading of different resources to manage
his/her difficulties in understanding.
According to R4:

"...I do more research pa gid ga basa gid ko ya different resources, books,

online, or watch videos nga tutorial para ma cross-compare ko bala kag

maka kwa ko insights kay kung kis.a kung ma focus ka lang sa isa, or for

your handouts alone, may things nada nga... lacking mung so other

resources can fill it up kun damo ka resources.."

(...I do more research... I really read different resources, books, online, or watch videos
that is tutorial for me to cross-compare and for me to acquire different insights because
sometimes if you'll only focus on one thing, or for your handouts alone, there are things
there that are... lacking so other resources can fill it up if you have lots of resources...)

The 7th respondent shared his/her own way of managing her difficulties. Respondent
7's response in FGD 2 means that managing difficulties should start in his/her own self
like doing self-study.

R7: "...self-study kay masugod gd na danay mismo simu kaugalingon kun

pano mo mainchindihan..."

(... self-study for it should start in your self on yourself on how you'll understand...)
D. Procrastination

Some respondents have shared their way of managing their difficulties towards the
subject. Apparently, it can be concluded that doing their tasks late nights helped them
managed their difficulties in Accounting 2.

In FGD 2, R7 said that he/she consistently answered his/her assignments through doing
it late nights.

According to R7, "maka answer ka guro assignment consistently kun

pulawan mo sa kay ndi mo man dali dali makwa pila lang ka oras mung,

biskan tuyo tuyo kna taposon mo gid..."

(You can probably answer your assignment consistently if you'll do it late nights
because you can't easily finish it in a short period of time, eventhough you're drowsy
you should finish it)

For R8, he/she can understand accounting if she'll perseverely do it late nights.

R8: "...pulawan mo gd sa kag buang buang mo gid sa kun pano sa I

kwaon"

(...wakefully do it and insanely do it on how you will understand it)

E. Positive Outlook in Coping Difficulties

In this study, respondents also pointed out that positive personality is also what they
need in order for them to understand and to surpass their difficulties in understanding.
Furthermore, they have pointed out different personalities which have positive impact on
their way of managing difficulties they've encountered towards Teacher-Learner
Interaction.

In FGD 1, R5 pointed out that being humble as a personality, is an effective way of

managing difficulties. For him/her, this personality enables students to acquire deeper
knowledge and/understanding.

R5: "Yes personality really affects through a way... kung ara bala nga..

humble lang bala sa imo daw mas damo ka pagid bala ma bal.an .. daw

damo ka pagid mas ma discover kay ara bala ang daw wala ka bala ga

settle... sa isa lang ka bagay... daw gina pa broaden mo pa gid ang imo..

for example kabalo kanana bi sa amo na.. daw wala kalang bala nga ga

hambal na kabalo na ko na indi nako mamati daw ara pagid bala ang

ipadaluman mo pagid ya... para maka discover ka pagid sang iban nga

bagay... about sa dara nga topic or sa dira nga lessons so.. importante gid

guro maka apekto gid na ang personality.."

(Yes personality really affects through a way... If when... you are just humble you will
likely learn more things... you will somehow discover more because you are likely not
just settle... in one thing... you are somehow broadening your... for example you are
literate in a certain thing... you will somehow not just say that I am literate in this so I
won't listen anymore but you go deeper on it... for you to discover other things... about
on that topic or on that lessons so... it is likely important that personality should affect...)

After that, in the next questions that we asked, R1 mentioned about other personality
which is really a positive factor in conquering understanding difficulties. R1 pointed out
that determination is needed and attention to one's education.
 R1: "... kinanglan sa... pagiging... ara ang pagkamatutom mo dapat bala...

sa imo nga pag eskwela.. dapat... tun.an... gaan mo gid... attention ...

dapat indi mo gid pag pabay.an kag amo lang na.."

(... it is needed in... likely... being determined as you are.. in your studies.. you need.. to
study... you should give... attention and not to disregard it, that's all..)

F. Taking Down Notes

One respondent reffered to taking down notes as a coping mechanism.

Apparently, R3 considered this coping mechanism in order for to understand still.

He/she pointed out that this method is effective.

R3 said, "So probably sakon ya, permi ko bi late sa accounting... but

ginahimo ko na, kung amo nana ang naabtan ko nga lesson ni teacher,

ma take note ko na. Then, e follow up ko na lang na sa gab.e, in which

mangin effective siya kay makaanswer man ko sa mga exams kag quizes

nga ginahatag niya, indi man gid tuod perfect as in indi manggid nubo.

That's all."

(So probably for me, I am always late in accounting... but what I do is, if that's the
lesson that I've coped in teacher's lesson, I'll take note. Then, I'll follow it up in the night,
in which it'll be effective for I can still answer the exams and quizzes she provides, it
won't be that perfect, but it wont be that low. That's all.)
G. Considering Other Methods to Learn

Some respondents have shared their own ways of coping with their difficulties. They
pointed out that considering other methods for learning helps them better.

In FGD1, R3 said that it is need to have different strategies in order for her to learn.

R3 said, " Consider other methods... 100% gid guro naka help gid man

amo na gani hambl nila you wont settle for less so if ma settle ka lang, da

you cant come up the right thing nga dapat need mo gid nga i come up so

need mo gid ya ang mga different strategies nga in order for you mag

instakto ang imo mga work."

(Consider other methods... 100% it probably helped that's why they say you won't settle
for less so if you only settle, you can't come up the right thing that you are in need for
coming up so you need different strategies in order for your work to gone right)

This was supported by the statement of R4 wherein for him/ her, considering other
methods makes him/her learn better.

R4: "I consider other methods... wala ko ga settle sa kung ano lang bala

nga amo na... I always find ways to learn more to learn better"

(I consider other methods... I aint settle on what's available... I always ways to learn
more to learn better)
H. Listening

Apparently, only one respondent mentioned listening as a way of dealing with

difficulties.

In FGD 2, R6 referred listening as a help for learning.

R6: "... kay may ara man sometimes nga maka learn sa through reading

through listening kag may ara man sometimes through ano videos or mga

strategies nga... makabulig simu maka learn"

(... Because there are who sometimes learn through reading through listening and there
are sometimes through videos or strategies that would... help you to learn)

Therefore, it can be concluded from the responses of the respondents that they were
affected by the teacher itself and the way he/she teaches which they considered as the
challenges they have encountered. Yet, they were still able to cope with it throigh
their own ways called as their "coping mechanisms".

Moreover, the responses gathered from the study supported the Theoretical framework
based on Schunk Learning Theory(2012). As stated, behaviourist learning theory have
proved useful not only in managing behavior but also for managing the way instruction
is delivered. This was conformed by the results of the study considering the coping
mechanisms. The results supported the Schunk Learning theory wherein students
employed different ways of managing teacher's characteristics and the teaching
strategies through asking the teacher, taking down notes, understanding, studying,
considering other learning methods, by making use of their positive characteristics, and
even cheating. Furthermore, the second learning theory of Schunk(2012) which is the
cognitive-constructivist learning theory which states that make learning as personal
relevant and meaningful behavior, relate learning to practical ideas and personal
experiences, teachers should allow students to explore specialization and solve real-
world problems, provide environment which promotes discovery and accomodation, and
provide atmosphere wherein there is a joint of responsibility for learning, were
correlated to the results gathered from the responses of the respondents such as
managing the environment provided by the teacher inside the class same way with its
teaching strategies and the teacher's relationship with the students.
 Chapter V

Summary of Findings, Conclusions and Recommendation

In this final chapter, the study summarizes from the statement of the problem to the findings
and conclusions based on the results of the study. This chapter is divided into three broad parts
which are summary, conclusions and recommendation.

Both qualitative and quantitative parts provide the discussion of the study focusing on the
Influences of Teacher-Learner Interaction Towards the Academic Performance in Accounting of
Grade 12 ABM Students in Doña Hortencia Salas Benedicto National High School (DHSBNHS).
It presents the summary of the findings of the respondent's demographic profile; the level of
Teacher-Learner influence; the level of academic performance of the students. It also provides
conclusions based in the results of the data presented in the previous chapter and further
discusses some recommendations and suggestions based on the specific problems presented
in the study.

Summary of the Findings

This attempts to evaluate the relationship between the influence of teacher-learner

interaction towards the Academic performance of Grade 12 ABM students in DHSBNHS and
also how teacher-learner interaction will affect the academic performance of the students.

Specifically, the research aimed to identify the Profile of the respondents in terms of age,
sex, and family monthly income; the respondents influence of teacher-learner interaction, and
academic performance in Accounting 2.

I. Demographic Profile of the Respondents

The study reveals that majority of 75.49% of the population are female and only 24.51% are
male. Additionally, the majority of 95.10% of the students are 17-18 years old. Some of the
students are 19 years old and above or 3.92% of the whole population,and only 0.98% for 16
years old and below.

II. Level of Teacher-Learner Interaction

The findings of the study showed that most of the respondents were averagely influenced by
the teacher. As stated in the statement shows that with average response are the following: by
Creative presentation of the lesson such as motivation games; Understandable explanation of
lesson; Use of instructional materials such as projectors; Provision of real life situation for
problem solving activities; Provision of positive classroom environment; Step-by-step
explanation of lesson; Provision of positive feedback for motivation.

Also the result show that Integration of theory and practices in teaching the lesson; Good
relationship with teacher in the classroom; Sharing personal experiences have the high mean
score Schunk Learning Theory (2012) states Relate learning to practical ideas and personal
experiences, learners set their own goals and motivate themselves to learn.

III. Level of Academic Performance of students in Accounting 2

Finally, the results showed that majority of the respondents have an average Academic
Performance in Accounting II. As stated in the statement shows that with average response are
the following: Background knowledge about book of accounts; Understanding of lesson through
students reporting; Consistent accomplishment of homework in Accounting 2; Interest in the
lesson in Accounting 2; Difficulty in Journalizing; engagement in activities in Accounting 2 class;
Difficulty in posting in General Ledger; Difficulty in balancing Trial Balance; Posting difficulties of
entries from Journal to ledger. On the other hand, the implication with a high mean score was
Provision of opportunities in preparation for more complex accounting subject Iqbal et.al (2017)
mentioned the different motives and expectation of students towards accounting. For instance,
there was an investigation with the differences in motivation, expectation, and preparedness
towards the higher education.

IV. Significant Relationship between the Influence of Teacher-learner Interaction and the
Academic performance of the students in Accounting 2
 I. Significant Relationship between the Teacher-learner Interaction and
Academic Performance in Accounting II

Table 2. Relationship result of Teacher-learner Interaction and Academic

Performance in Accounting II
Variables r p-value
Academic
Teacher-learner
Performance in 0.295** 0.003
Interaction
Accounting II
**- highly significant (p-value ≤ 0.05)

II. There is a significant relationship between the Teacher-learner Interaction

and Academic Performance in accounting II because the correlation coefficient
which is 0.295 is interpreted as ‘Positive Weak Correlation’ with p-value of
0.003. With this, null hypothesis is rejected. This means that as Teacher-
learner Interaction increases, the level of Academic Performance in
Accounting II also increases, however weak.

This conforms to the result of Tyler and Boelter (2008) positive teacher expectations
were associated with high academic performance or academic gains, were as negative
teacher expectations resulted in decrease in academic performance. The significance in
knowing the teacher’s beliefs regarding their roles in student motivation is crucial due to
accepted correlation between this perception and actions.

V. Challenges towards Accounting II

The respondents were able to share the influences of teacher-learner interaction to their
academic performance in accounting. Some stated that they have encountered different
challenges with regards to teacher's ways of teaching. Specifically, the respondents pointed out
ideas that challenge them such as teaching strategies, teacher's attitude, provided environment
by teacher, relationship with teacher, and as well as the negative characteristics of students
themselves which apparently affected their performance inside their class.

A.Teaching Strategies as a Challenge for Learning

 Ineffectiveness of teaching was considered by the respondents as one of the
challenges that they have endured or encountered. Specifically, respondents
referred to not understandable or unclear explanations of teacher, teacher's
improper way of starting the lesson, or confusing explanation of teacher as things
which challenge them.

B. Teacher's attitude as a Challenge for Learning

The respondents also considered the influence of teacher's attitude to their

academic performance. It can be concluded from respondents' response that
teacher's attitude such as laziness in teaching negatively impacts her learnings.

C. Environment as a Challenge for Learning

The respondents shared her experience about the teacher's provision of

environment inside their class. It is concluded that the respondents were also
affected by the environmental factors inside their class. The respondent
considered drowsiness and boring atmosphere as the environmental factors
provided by teacher which are inequitable for learning. Additionally, respondents
pointed out an idea which would prove that the atmosphere inside the class that is
provided by teacher is one of the factors influencing their academic performance in
their accounting class.

D. Teacher- Student Relationship

The respondents also mentioned about their relationship with their teacher as
one of the challenges influencing their learnings. Apparently, two respondents
shared their perceptions towards negative effects of teacher-student relationship.
Specifically, respondents pointed out that not having relationship with teacher
negatively impacts their learnings yet too much closeness with teacher opens them
to rumors. Moreover, it can be concluded that respondent's relationship with her
teacher can be considered as one of the influence affected their academic
performance inside the class.

E. Negative Characteristics of Students

 Some respondents were able to share their hardships in coping up with their
difficulties in learning in behalf of the negative characteristics they have such as
shyness, and being impatient. Moreover, some have singled out ideas which
supported this notion.

VI. Coping Mechanisms of the Respondents

The students were able to share their own ways of managing the specific challenges
they have encountered. Base on the responses, asking for help was habituated by the students
whenever they encounter difficulties in understanding. They customarily do study like doing
research, watching videos or tutorials, and self-study as well. Taking time in understanding or
answering activities was also applied by the students in order for them to fully understand the
lesson. Students also listen which helped them cope with their difficulties in understanding.
Furthermore, it is implicated in the results that taking down notes also helped students managed
the hindrances of learning. Having positive outlook also helped students conquer their
difficulties regarding teacher-learner interaction. Additionally, students considered other
methods for learning when they were not comfortable with teacher's method. However, some
have revealed that cheating is also a way of surpassing difficulties if there's no other choice.

A. Asking Help

Respondents were able to share their ways of managing their difficulties

regarding the subject as to how they interact with their teacher. They've revealed
that asking help with someone helps them surpass their difficulties.

B. Cheating

At some point, apparently, respondents also considered cheating as their way

of coping her difficulties in the certain subject. Specifically, they tend to cheat due
to difficulties in understanding or if they have no more choice.

C. Self-Study
 The respondents considered self-study as their own way of coping with their
difficulties. Specifically, this includes doing own research, reading different
sources. Moreover, respondents pointed out ideas which can support this
conclusion.

D. Procrastination

Some respondents have shared their way of managing their difficulties towards
the subject. Apparently, it can be concluded that doing their tasks late nights
helped them managed their difficulties in Accounting 2.

E. Positive Outlook in Coping Difficulties

In this study, respondents also pointed out that positive personality is also what
they need in order for them to understand and to surpass their difficulties in
understanding. Furthermore, they have pointed out different personalities which
have positive impact on their way of managing difficulties they've encountered
towards Teacher-Learner Interaction.

F. Taking Down Notes

One respondent reffered to taking down notes as a coping mechanism.

G. Considering Other Methods to Learn

Some respondents have shared their own ways of coping with their difficulties.
They pointed out that considering other methods for learning helps them better.

H. Listening

Apparently, only one respondent mentioned listening as a way of dealing with

difficulties.

Conclusion
Based on preceding results, the following conclusions were drawn:

I. Profile of the respondents

It is noted that majority of the population of respondents are female and are 17-18 years old.

II. Level of Teacher-Learner Interaction

ings of the study showed that with high responses are about the integration of theory and
practices in teaching the lessons, good relationship with the teacher, and sharing of personal
experiences. It can clearly be drawn from the findings that some of the students are highly
influenced by the teacher towards their learnings from the subject Accounting II that enable
students to learn comfortably and have interest in listening.

Generally, Teacher-Learner Interaction has a visible effect to the learners and it should be
developed for it has vital contributions to the learner's intellectual capabilities.

III. Level of Academic Performance in Accounting II

The statement about provision of opportunities in preparation for more complex accounting
subject has a high response from the respondents. It can be concluded that interest is aroused
from students if the teacher provides opportunities that could prepare students as to enhancing
their skills in different aspects of learning in accounting II subject so that as a young school
leaver, they will be ready to face the higher level of analytical skills when they encounter more
complex accounting subject.

Finally, the study showed that most of the students have an average academic performance
in accounting II.
IV. Relationship between the Influence of Teacher-Learner Interaction towards the
Academic Performance in Accounting of Grade 12 ABM students

Based on the preceding results, the students were influenced by their teacher as to their
academic performance in accounting class yet in a weak manner. It means that the interaction
that the teacher and the students somehow has the significant contributions to the learner's
knowledge. Additionally, it is indicated that academic performance is affected by the teacher-
learner interaction however, weak. So as a young school leaver, students must always
approach their teachers when they encounter difficulties in understanding or just to clarify things
as well so that they might be able to have a clear and distict knowledge about the subject. The
study also showed that in teacher-learner interaction, teacher should convey herself as a
friendly stimulus which would arouse the interest of the students to learn or listen more, and
also for them to become attentive inside the class.

V. Challenges towards Accounting II

Based on the results, it can be concluded that teachers really play a vital role in students'
education. As it was comformed in the study, the teacher itself, his/her teaching strategies, the
environment he/she provided, his/her relationship with the students were somehow considered
by the respondents as the challenges they encountered regarding with teacher-learner
interaction. On the other hand, the students themselves considered their own characteristics as
one of the challenges which affects their academic performance.

VI. Coping Mechanisms of the Respondents

The students were able to share their own ways of managing the specific challenges they
have encountered. Base on their responses, asking for help was habituated by the students
whenever they encounter difficulties in understanding. They customarily do study like doing
research, watching videos or tutorials, and self-study as well. Taking time understanding or
answering activities was also applied by the students in order for them to fully understand the
lesson. Students also listen which help them cope their difficulties in understanding.

Furthermore, it is implicated in the results that taking down notes also helped students
managed the hindrances of learning. Having positive outlook also helped students conquer their
difficulties regarding teacher-learner interaction. Additionally, students considered other
methods of learning when they were not comfortable with teachers method. However, some
have revealed that cheating is also a way of surpassing difficulties if there’s no other choice.

RECOMMENDATIONS

To the Students

To the students, we recommend that they should be able to approach their teacher when thay
encounter some difficulties in understanding some concepts about accounting II. Additionally,
we are encourage them to learn on how to deviate their negative characteristics which can
affect their academic performance inside their class.

To the Teachers
To the teachers, we suggest that they should keep in touch with their students. We also suggest
that they will increase their level of positive influence with regards to students' academic
performances.

To the Principal

To the principal, it would be better if he/she conducts seminar together with the teachers which
would help the them enhance their skills in teaching which is really a vital part in contributing
knowledge. The seminar that is to be conducted should also let teachers develop awareness
about how their actions affects the performances of the students.

To the Parents

To the parents, the researcher urged that they will approach their sons and daughters and
know how they perform inside their accounting class.

To Fellow Researchers

We encourage them to conduct similar study assessing the influences of teacher-learner

interaction towards their academic performance. Lastly, we encourage them to finish the study
and cover the gaps of our research so that they could arrive into more efficient results.

References

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APPENDICES
 SURVEY QUESTIONNAIRE

 Profile of the Respondents

Name (Optional): _____________________________ Grade & Section:____________

Age: ________ Sex: ___ Male ___ Female

Family Monthly income: ___5000 and below ___6000-10000 ___10000 and above

Directions: Please rate the extent of how you agree or disagree on the statements below by
putting a check mark (✓) on the corresponding boxes. Be honest as possible and feel free to rate
the following questions.

Strongly Disagree Neither Agree Strongly

Disagree Agree/Disagree Agree
Teacher-Learner Interaction
1. My Accounting teacher integrates
theory (concepts) and practices in
teaching the lesson.

2. Our Accounting teacher presents the

lesson creatively such as doing
motivation games.

3. The way our teacher explains the lesson

is understandable.

4. Our accounting teacher uses

instructional materials such as
projectors to better explain the lessons.

5. Our Accounting teacher provides real

life situation for problem solving
activities.

6. Our accounting teacher provides

positive classroom environment.

7. Our Accounting teacher explains the

 lesson in a step - by – step manner.

8. Our Accounting teacher provides

positive feedback to motivate us to
learn.

9. I have a good relationship with my

teacher inside the classroom.

10. Our accounting teacher shares her

personal experiences for us to
understand the lesson efficiently.

Strongly Disagree Neither Agree Strongly

Disagree Agree/Disagree Agree
Students’ Academic Performance in
Accounting 2

1. I have background knowledge about

Book of Accounts.

2. Activities such as students reporting’s

help me understand lesson easily.

3. Accounting 2 provides me
opportunities to prepare for a more
complex accounting subjects.

4. I consistently accomplish my
homework in Accounting 2.

5. I am interested in the lessons in my

Accounting 2 class.

6. I have difficulty in journalizing.

7. I am not engaging in the activities in

our Accounting 2 class.

8. I have difficulty in posting transaction

in General Ledger.

9. I have difficulty in balancing Trial

Balance.

10. I have difficulty in posting entries from

Journal to Ledger.
 INFORMED CONSENT FORM

This informed consent form is for Grade 12 ABM students who we are inviting to participate in our
research titled, “The Influence of Teacher-learner Interaction towards the Academic Performance in
Accounting of Grade 12 ABM students in Doña Hortencia Salas Benedicto national High school S.Y.
2018-2019”

We are students of Grade 12 ABM Tycoon and we are currently taking up Practical Research 1 under Ms.
Kezia Grace R. Jungco. We are conducting this study as part of our requirements for the subject
aforementioned.

We are inviting you to participate in a research study. Please take note that involvement in this study is
voluntary, so you may choose to participate or not. We are now going to explain the study to you. Please
feel free to ask any questions that you may have about the research; we are very much willing to explain
in greater detail.

We are interested in learning more about The Influence of Teacher-learner Interaction towards the
Academic Performance in Accounting. This will take at least 30 minutes to one hour of your time. All
information will be kept confidential and/or anonymous. If anonymous, this means that your name will
not appear anywhere and no one except me will know about your specific answers. If confidential, I will
assign a number to your responses, and only I will have the key to indicate which number belongs to
which participant.

If you do not wish to continue, you have the right to withdraw from the study, without penalty, at any
time.

-------------------------------------------------------------------------------------------------------------------------------

Participant’s Copy

I, __________________________________________, choose to voluntarily participate in this research project.

__________________________________
Participant’s signature over printed name
_________ALIAH A. SASI___________
Researcher’s signature over printed name
__________________________________
Date signed
------------------------------------------------------------------------------------------------------------------------------------------

Researchers’ Copy

I, __________________________________________, choose to voluntarily participate in this research project.

__________________________________
Participant’s signature over printed name
__________ALIAH A. SASI__________
 Researcher’s signature over printed name
__________________________________
Date signed

Coding Sheet
Validity
5 4 3 2 1
ITEM f % f % f % f % f % TOTAL MEAN
Q# 1 0 0% 6 30% 8 40% 6 30% 0 0% 100% 0.59
Q# 2 0 0% 3 15% 7 35% 7 35% 3 15% 100% 0.49
Q# 3 0 0% 4 20% 7 35% 9 45% 0 0% 100% 0.54
Q# 4 0 0% 2 10% 6 30% 10 50% 2 10% 100% 0.47
Q# 5 4 20% 6 30% 7 35% 3 15% 0 0% 100% 0.70
Q# 6 1 5% 9 45% 9 45% 1 5% 0 0% 100% 0.69
Q# 7 2 10% 5 25% 7 35% 6 30% 0 0% 100% 0.62
Q# 8 2 10% 9 45% 4 20% 4 20% 1 5% 100% 0.66
Q# 9 5 25% 7 35% 5 25% 2 10% 1 5% 100% 0.72
Q# 10 4 20% 8 40% 6 30% 0 0% 2 10% 100% 0.71
Q# 11 3 15% 4 20% 9 45% 4 20% 0 0% 100% 0.65
Q# 12 1 5% 8 40% 8 40% 3 15% 0 0% 100% 0.66
Q# 13 1 5% 11 55% 6 30% 2 10% 0 0% 100% 0.70
Q# 14 4 20% 5 25% 8 40% 3 15% 0 0% 100% 0.69
Q# 15 2 10% 3 15% 10 50% 5 25% 0 0% 100% 0.61
Q# 16 0 0% 1 5% 10 50% 6 30% 3 15% 100% 0.48
Q# 17 0 0% 0 0% 8 40% 10 50% 2 10% 100% 0.45
Q# 18 0 0% 1 5% 11 55% 6 30% 2 10% 100% 0.50
Q# 19 0 0% 3 15% 8 40% 7 35% 2 10% 100% 0.51
Q# 20 0 0% 2 10% 5 25% 9 45% 4 20% 100% 0.44

Age Frequency Percentage

16 below 2 10%
17-18 17 85%
19 above 1 5%

Total 20 100%

Sex Frequency Percentage

Male 6 30%
Female 14 70%
Total 20 100%
 Legend
P1 P2 5 Strongly Agree
Age Sex 4 Agree
16-below 1 Male 1 3 Neither
17-18 2 Female 2 2 Disagree
19-above 3 1 Strongly Disagree

Sex of the Respondents Frequency Percentage

Male 25 24.51%
5 4 3 2 1
ITEM f % f % f % f % f % TOTAL MEAN INTERPRETATION
Female 77 75.49%
Q# 1 2 2% 40 39% 43 42% 13 13% 4 4% 100% 3.23 HIGH
Q# 2 1 1% 14 14% 37 36% 41 40% 9 9% 100% 2.58 AVERAGE
Q# 3 3
Total
3% 25 25% 47 46% 102 23 23% 4 4% 100%
100% 3.00 AVERAGE
Q# 4 2 2% 20 20% 30 29% 37 36% 13 13% 100% 2.62 AVERAGE
Q# 5 8 8% 43 42% 33 32% 13 13% 5 5% 100% 3.35 AVERAGE
Q# 6 6 6% 51 50% 29 28% 15 15% 1 1% 100% 3.45 AVERAGE
Q# 7 7 7% 36 35% 36 35% 16 16% 7 7% 100% 3.20 AVERAGE
Q# 8 5 5% 57 56% 22 22% 13 13% 5 5% 100% 3.43 AVERAGE
Q# 9 10 10% 56 55% 28 27% 4 4% 4 4% 100% 3.63 HIGH
Q# 10 13 13% 56 55% 29 28% 3 3% 1 1% 100% 3.75 HIGH
Q# 11 5 5% 33 32% 42 41% 21 21% 1 1% 100% 3.20 AVERAGE
Q# 12 7 7% 30 29% 48 47% 12 12% 5 5% 100% 3.22 AVERAGE
Q# 13 7 7% 54 53% 31 30% 9 9% 1 1% 100% 3.56 HIGH
Q# 14 1 1% 24 24% 49 48% 23 23% 5 5% 100% 2.93 AVERAGE
Q# 15 6 6% 27 26% 46 45% 18 18% 5 5% 100% 3.11 AVERAGE
Q# 16 9 9% 30 29% 39 38% 21 21% 3 3% 100% 3.21 AVERAGE
Q# 17 2 2% 12 12% 40 39% 40 39% 8 8% 100% 2.61 AVERAGE
Q# 18 0 0% 31 30% 36 35% 31 30% 4 4% 100% 2.92 AVERAGE
Q# 19 1 1% 24 24% 46 45% 27 26% 4 4% 100% 2.91 AVERAGE
Q# 20 1 1% 23 23% 43 42% 31 30% 4 4% 100% 2.86 AVERAGE

Age of the Respondents Frequency Percentage

16 below 1 0.98%

17-18 97 95.10%
19 and above 4 3.92%

Total 102 100%

For Profile P1 (sex) 1 Male

2 Female

P2 (age) 1 16-below
2 17-18
3 19-above
For Qa1 to Qb10 5 Strongly Agree
4 Agree
3 Neither
2 Disagree
1 Strongly Disagree