Level of understanding of the Vision, Mission & Goal of Selected Elementary and

High-school Students of RMMC school year 2019-2020

A Thesis
Presented to the Faculty of the Teacher Education Program
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In Partial Fullfillment of the Requirement in Thesis 1

Bachelor of Elementary Education

Rommel G. Misamen
August 2019
 Chapter 1

THE PROBLEM AND ITS SETTING

I-Introduction

Understanding the mission, the vision and the goal has different interpretations
among students and that’s the reason why many studies have been conducted
that helped us put in a position to determine our own understanding.The person
has different understandings, differ from its grade level to the interpretation of
higher grade level.

II- Theoretical Framework

Benjamin Bloom (1913-1999) was a researcher in the field of education,

professor in the Department of Education at the University of Chicago. His
research helped, among many things, to lead to the establishment of the Head
Start Program as well as the most commonly used concepts of determining
learning in the educational system. Bloom, along with his partners, worked
towards a development of specifications through which educational objectives
could be organized according to their cognitive complexity.What resulted from his
work is Taxonomy of Educational Objectives: Handbook 1, the Cognitive Domain
(Bloom et al., 1956, Eisner, 2000). At the University of Chicago, Bloom led his
team of researchers in developing criteria to use in understanding learning
domains in educational activities: cognitive (knowledge) affective (attitudes) and
psycho-motor (physical skills) identifications were the resultant work. This
taxonomy, or classification, can be used together to understand and measure
how critical thinking skills develop in a student. Hopefully, this noted CAP
acronym is recognizable to the membership already, however the cognitive
portion of the taxonomy can be more fully exposed to show how learning takes
place by levels of achievement. The cognitive, or mental skills, classification
regards levels of intellectual behaviors in learning and is the focus for this article.

III- Statement of the Problem

This study aims to determine the level of understanding of the Vision, Mission &
Goal of Selected Elementary and High School Students of RMMC who were
officially enrolled during the school year 2019-2020 at Ramon Magsaysay
Memorial Basic Education Program.
The researcher seek to answer the following questions:

1. What is the level of understanding of the Selected Elementary and High

School Students of RMMC in terms of
a. literal
b. interpretive
c. Applied

2. What is the Level of understanding of the Vision, Mission & Goal of Selected
Elementary and High School Students of RMMC?
IV-Significance of the Study

This research were conducted to determine the level of understanding of the

Vision, Mission & Goal of Selected Elementary and High School Students of
RMMC during the school year 2019-2020. Its result will be beneficial to the
following:

Administrator- the result of the study will guide them to determine good means
and further their approach for the realization of the meaning of Vision, Mission
and Goal to not just the Selected Elementary and High School Students of
RMMC but for all the students in the future.

Teachers- this study will give them an idea about the understanding and
uniqueness of every individual who is covered in this study. They could make an
opportunity to further explain and add some realization about the true meaning of
Vision, Mission and Goal to the Selected Elementary and High School Students
of RMMC in the future.

Researcher- this will help him to develop a positive characteristic that needs to
become a just and better teacher in the future.

V-Definition of terms

The following terms will be defined for better understanding of this study.

Understanding- the ability to understand something; comprehension or a

psychological process related to an abstract or physical object, such as a person,
situation, or message whereby one is able to think about it and use concepts to
deal adequately with that object. Understanding is a relation between the knower
and an object of understanding. Understanding implies abilities and dispositions
with respect to an object of knowledge that are sufficient to support intelligent
behavior.

Literal -taking words in their usual or most basic sense without metaphor or
allegory or a distinction within some fields of language analysis, in particular
stylistics, rhetoric, and semantics. Literal language uses words exactly according
to their conventionally accepted meanings or denotation.

Interpretive- related to explaining or understanding the meaning of something

Applied- (of a subject of study) having a practical use rather than being only
theoretical or relating to a subject of study, especially science, that has a
practical use.

Mission- any work that someone believes it is theirduty to do or a written

declaration of an organization's core purpose and focus that normally remains
unchanged over time.
Vision- 1. the ability to think about or plan the future with imagination or wisdom.
2. An aspirational description of what an organization would like to achieve or
accomplish in the mid-term or long-term future.

VI-References

Modiba, S. N. (2001). The importance of vision and mission statements in

promoting school effectiveness in Northern Province schools (Doctoral
dissertation, University of Johannesburg).

Poggio, T. (2012). The levels of understanding framework, revised. Perception,

41(9), 1017-1023.

White, C. S. (2007). Levels of understanding—a guide to the teaching and

assessment of knowledge. Journal of Education for Business, 82(3), 159-163.

Hattie, J., & Yates, G. (2013). Plenary 4-Understanding learning: Lessons for
learning, teaching and
Research.

Grusenmeyer, D. (2009). Mission, vision, values & goals.

Moore, A. L. (2017). Reading Comprehension. Accessed on, 2, 21.

Kurup, P. M., Li, X., Powell, G., & Brown, M. (2019). Building future primary
teachers' capacity in STEM: based on a platform of beliefs,
understandings and intentions. International Journal of STEM Education, 6(1),
10.

Ho, D., & Chen, S. C. S. (2013). Behind the starting line: school capacity building
in early childhood education. School Leadership & Management, 33(5), 501-
514.

Beaver, J. K., & Weinbaum, E. H. (2012). Measuring school capacity, maximizing

school improvement.

Dinkel, D. M., Lee, J. M., & Schaffer, C. (2016). Examining the Knowledge and
Capacity of Elementary Teachers to Implement Classroom Physical Activity
Breaks. International Electronic Journal of Elementary Education, 9(1), 182-
196.

Viennot, L. (2008). Learning and conceptual understanding: Beyond simplistic

ideas, what have we learned. International Commission on Physics
Education.

Hattie, J., & Yates, G. (2013). Plenary 4-Understanding learning: Lessons for
learning, teaching and research.

Bieger, J., Thórisson, K. R., & Steunebrink, B. (2017). Evaluating understanding.

In IJCAI Workshop on Evaluating General-Purpose AI, Melbourne, Australia
(2017 to be accepted).
Cabasan, H. C. (2011). The reading comprehension levels of freshman
education students: A reading program design. International Journal of Arts &
Sciences, 4(18), 357.

Amineh, R. J., & Asl, H. D. (2015). Review of constructivism and social

constructivism. Journal of Social Sciences, Literature and
Languages, 1(1), 9-16.

Zorella, N. (2017). Increasing the students’ reading comprehension through

choral reading strategy at seventh grader of private islamic junior high
school jami’al kautsar tapung hilir (Doctoral dissertation, Universitas
Islam Negeri Sumatera Utara).

Ritchie, S. J., Bates, T. C., & Deary, I. J. (2015). Is education associated with
improvements in general cognitive ability, or in specific
skills?. Developmental Psychology, 51(5), 573.

Brinch, C. N., & Galloway, T. A. (2012). Schooling in adolescence raises IQ

scores. Proceedings of the National Academy of Sciences, 109(2), 425-
430.

Watkins, M., & Styck, K. (2017). A cross-lagged panel analysis of psychometric

intelligence and achievement in reading and math. Journal of
Intelligence, 5(3), 31.

Ritchie, S. J., Bates, T. C., & Plomin, R. (2015). Does learning to read improve
intelligence? A longitudinal multivariate analysis in identical twins from age
7 to 16. Child development, 86(1), 23-36.

Clouston, S. A., Kuh, D., Herd, P., Elliott, J., Richards, M., & Hofer, S. M. (2012).
Benefits of educational attainment on adult fluid cognition: International
evidence from three birth cohorts. International journal of epidemiology, 41(6),
1729-1736.

Ritchie, S. J., Bates, T. C., Der, G., Starr, J. M., & Deary, I. J. (2013). Education
is associated with higher later life IQ scores, but not with faster cognitive
processing speed. Psychology and aging, 28(2), 515.

Burchardi, K. B., & Penczynski, S. P. (2014). Out of your mind: Eliciting individual
reasoning in one shot games. Games and Economic Behavior, 84, 39-57.

Strzalecki, T. (2014). Depth of reasoning and higher order beliefs. Journal of

Economic Behavior & Organization, 108, 108-122.

Kneeland, T. (2013). Rationality and Consistent Beliefs: Theory and

Experimental Evidence. Technical report, University of British Columbia.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity:
Mindsets and Skills that Promote Long-Term Learning. Bill & Melinda
Gates Foundation.

Kautz, T., Heckman, J. J., Diris, R., Ter Weel, B., & Borghans, L.
(2014). Fostering and measuring skills: Improving cognitive and non-
cognitive skills to promote lifetime success (No. w20749). National Bureau
of Economic Research.

Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S.,
Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become
Learners: The Role of Noncognitive Factors in Shaping School
Performance--A Critical Literature Review. Consortium on Chicago School
Research. 1313 East 60th Street, Chicago, IL 60637.

West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C.
F., & Gabrieli, J. D. (2016). Promise and paradox: Measuring students’ non-
cognitive skills and the impact of schooling. Educational Evaluation and
Policy Analysis, 38(1), 148-170.

Gill, D., & Prowse, V. (2016). Cognitive ability, character skills, and learning to
play equilibrium: A level-k analysis. Journal of Political Economy, 124(6), 1619-
1676.
 Chapter 2

REVIEW OF RELATED LITERATURE

Mvududu and Thiel-Burgess (2013) state that constructivism is widely

touted as an approach to probe for children’s level of understanding and to show
that understanding can increase and change to higher level thinking. Thus,
constructivism refers to how of learning and thinking .Constructivism describes
the way that the students can make sense of the material and also how the
materials can be taught effectively. With Constructivism as an educational theory
in mind, the teachers should consider what students know and allow their
students to put their knowledge in to practice.

We argue that understanding is especially important for general purpose

systems. It is doubtful that we could classify systems as having general
intelligence if they don’t really understand their tasks, environment, and world,
and thus it is important for us to verify the level of understanding of any system
intended to strive for generality and autonomy. If we know a system understands,
we can trust that it will behave relatively robustly, reasonably and predictably
even in novel situations and that it will be able to use previous understanding to
facilitate the acquisition of new understanding.
The phenomena of understanding and common sense manifested in natural
intelligence may possibly share a common mechanism, a large majority of efforts
to implement common sense in machines has taken an orthogonal approach to
understanding proper, with different aims, goals and outcomes from what could
be said to be required for an ‘understanding machine.’

This study is also anchored on the cognitivists theory of Constructivism.

The constructivists believe that learning is a process during which the learners
interact with their environment and modify their current understandings (Cox and
Zarillo, 2014:6).

In reading, when something new is introduced the related mental functions

of assimilation and accommodation described by Piaget are at work. Assimilation
is a process through which new experiences are incorporated into existing
cognitive structures such as schemes and accommodation is a process of
modifying existing cognitive structures or creating additional ones as a result of
new experiences (McCowan et al., 2016:529).

This theory is being reinforced in the reading lab in vocabulary building.

Previous experiences being assimilated expand as new vocabulary words in
context are accommodated. The films the students regularly watch show in
action and setting, the vocabulary words they have previously experienced in
print. They further hear the words enunciated by native speakers of the
language. All the language skills being taught are at work in good films so that
the target language being taught occurs in its authentic setting. Metacognitive
strategies, in contrast to routine skills, require awareness, conscious thought and
reasoning. When beginning to read, the reader uses initiating strategies to
activate background knowledge and make initial predictions. Various kinds of
prior knowledge provide reader’s ability to comprehend what they read about the
topic. This prior knowledge is largely a product of the reader’s previous
experiences about language and how it works on different social situations
(Pajarito, 2013).

By requesting teachers and school leaders to have the mindset ‘Know thy
impact’. This leads to closer attention on the impact of the adults on the learning
of students, demands they seek evidence of student responses to their
interventions, and begs the moral purpose question about the nature of
worthwhile domains of understanding that the impact is meant to enhance.Hattie,
J., & Yates, G. (2013

Understanding and handling non trivial relationships between different

concepts, which are necessarily abstract. Conceptual understanding, which
permits one to transfer an explanation of a phenomenon to different variants of a
situation that have been previously analyzed, is clearly a goal to be recruited
under the label “learning science”, at any level. (Viennot, L. (2018).

Importantly, Vygotsky’s Zone of Proximal Development theory served to

be a viable theory to view teachers’ current knowledge and capacity for
classroom PA(Professional Activity) breaks in order to advance their skills. There
are both opportunities and challenges to increase the overall PA of children
through the implementation of classroom PA breaks. In terms of the knowledge
of teachers, there seems to be a tremendous opportunity to capitalize on
teachers’ positive perceptions of classroom PA breaks as well as their already
existing knowledge and implementation of classroom PA breaks. Most teachers
identified a capacity to learn more about implementing additional PA into their
instruction. For those advocating to increase PA in children and promoting
healthy lifestyles for children (physically, cognitively, and emotionally), these
findings indicate great potential. Researchers, educators, and practitioners
should seize teachers’ positive perceptions and interest as an opportunity to
partner with school districts to implement sound PA with effective teaching
pedagogy. Further, given the number of respondents who stated they already
incorporated classroom PA breaks, it is evident there are already a large number
of teachers who could be deemed “experts” and could be called upon to help
other teachers mitigate the difficulty of learning this “new” instructional strategy.
(Dinkel, D. M., Lee, J. M., & Schaffer, C. (2016).

High-capacity schools usually possessed highly committed staff, shared

school norms, highly integrated and aligned instructional frameworks,and ample
resources. Low-capacity schools were on the other end of the spectrum, with
fewer teachers exhibiting a strategy to improve student learning, low levels of
cohesion among staff, poorly articulated school norms, poorly integrated
instructional frameworks,and a general dearth of resources. Medium-capacity
schools, on the other hand, exhibited a mix of capacity characteristics that belied
the schools’ potential for improvement if critical investments were to be made to
support instructional and organizational efforts within the schools and help to
create a shared mission and goals. Furthermore, findings from the medium
capacity schools show that they are distinct from either the high or the low
capacity schools, suggesting that future discussions of capacity would benefit
from the inclusion of,and perhaps even a focus on, the medium-capacity group.
Additionally, we found that capacity levels do not always accord with identified
school performance levels,as indicated by students’ scores on the state
standardized tests. As mentioned earlier, one of schools labeled as “high
capacity” was also a school that was failing to make AYP in multiple subgroup
areas on the state test. This discrepancy suggests that school capacity may be a
precursor to student performance gains or losses, rather than simply being a
correlated measure. Although one might expect a high-capacity school to also be
a high-performing school (and, in most cases, we found this to be true), the
exceptions to the rule demonstrate that capacity is just that – it is the potential
that a school has to improve over time. Additionally, the most commonly used
school performance measures (including those used in this analysis) do not
convey the improvement that schools may show over time or the value they are
adding to student learning. These “growth” measures are more likely to correlate
with capacity than the “status” measures that are used currently.(Beaver, J. K., &
Weinbaum, E. H. (2012).

Policy makers and preschools must look carefully at the processes

involved in order to assess the effectiveness of these internal mechanisms to
produce increased teacher professionalism and student outcomes. (Ho, D., &
Chen, S. C. S. (2013).

The reflections of what is happening now and what is needed in the future
were based on their overall experience. (Kurup, P. M., Li, X., Powell, G., &
Brown, M. (2019).

Comprehension is so complex and requires multiple cognitive skills and

stored memory, several barriers to improving comprehension must be overcome.
First, we must be able to identify weaknesses in specific cognitive skills. Further,
we must also have procedures for enhancing those specific skills rather than
general interventions that target a limited number of skills without regard for
identified strengths or weaknesses. Finally, we have to recognize that several
components of comprehension—such as prior experience and vocabulary—are
acquired over time, making them difficult targets for training and
intervention.(Moore, A. L. (2017)

Most of the factors that indicated higher motivation and confidence were
reflected from the students‘ response and participation in the classroom. (Zorella,
N. (2017)

Cognitive skills predict academic performance, so schools that improve

academic performance might also improve cognitive skills. To investigate the
impact schools have on both academic performance and cognitive skills, we
related standardized achievement-test scores to measures of cognitive skills in a
large sampleof eighth-grade students attending traditional, exam, and charter
public schools. Test scores and gains in test scores over time correlated with
measures of cognitive skills. Despite wide variation in test scores across schools,
differences in cognitive skills across schools were negligible after we controlled
for fourth-grade test scores. Random offers of enrollment to oversubscribed
charter schools resulted in positive impacts of such school attendance on math
achievement but had no impact on cognitive skills. These findings suggest that
schools that improve standardized achievement-test scores do so primarily
through channels other than improving cognitive skills.(Ritchie, S. J., Bates, T.
C., & Deary, I. J. (2015).
 Some scholars maintain that education has little effect on intelligence
quotient (IQ) scores, others claim that IQ scores are indeed malleable, primarily
through intervention in early childhood. The causal effect of education on IQ at
later ages is often difficult to uncover because analyses based on observational
data are plagued by problems of reverse causation and self-selection into further
education. We exploit a reform that increased compulsory schooling from 7 to 9 y
in Norway in the 1960s to estimate the effect of education on IQ. We find that this
schooling reform, which primarily affected education in the middle teenage years,
had a substantial effect on IQ scores measured at the age of 19 y. (Brinch, C. N.,
& Galloway, T. A. (2012).

Relationships and extant research on the correlates of general

intelligence, it was tentatively inferred that general intelligence was the temporal
precursor to reading (Watkins, M., & Styck, K. (2017).

Reading differences measured at several ages were significantly

associated with later intelligence differences. Only one significant cross‐ lagged
path emerged between intelligence and reading differences: that between age 9
intelligence differences and age 10 reading differences. Contemporaneous
covariance pathways between reading and intelligence were retained for four of
the five ages, suggesting that elements of the environment experienced at these
ages by one twin of a pair that tend to improve reading also tend to raise
intelligence. (Ritchie, S. J., Bates, T. C., & Plomin, R. (2015).

Substantial educational benefit remained after adjustment for adolescent

cognition and parental social class, offsetting an effect equivalent of 0.5 to 1.5
standard deviations lower adolescent cognition. We also find that the likelihood of
earning a university degree depends in part on adolescent cognition, gender and
parental social class. We conclude that inequalities in adult cognition derive in
part from educational experiences after adolescence. (Clouston, S. A., Kuh, D.,
Herd, P., Elliott, J., Richards, M., & Hofer, S. M. (2012).

Intelligence test scores and educational duration are positively correlated.

This correlation could be interpreted in two ways: Students with greater
propensity for intelligence go on to complete more education, or a longer
education increases intelligence. We meta-analyzed three categories of
quasiexperimental studies of educational effects on intelligence: those estimating
education-intelligence associations after controlling for earlier intelligence, those
using compulsory schooling policy changes as instrumental variables, and those
using regression-discontinuity designs on school-entry age cutoffs. Across 142
effect sizes from 42 data sets involving over 600,000 participants, we found
consistent evidence for beneficial effects of education on cognitive abilities of
approximately 1 to 5 IQ points for an additional year of education. Moderator
analyses indicated that the effects persisted across the life span and were
present on all broad categories of cognitive ability studied. Education appears to
be the most consistent, robust, and durable method yet to be identified for raising
intelligence. (Ritchie, S. J., Bates, T. C., Der, G., Starr, J. M., & Deary, I. J.
(2013).

We experimentally investigate the fundamental element of the level-

k model of reasoning, the level-0 actions and beliefs. We use data from a novel
experimental design that allows us to obtain incentivised written accounts of
individuals' reasoning. In particular, these accounts allow to infer level-0 beliefs.
Level-0 beliefs are not significantly different from 50, and almost 60% of higher
level players start their reasoning from a level-0 belief of exactly 50. We also
estimate that around one third of the participants play non-strategically. The non-
strategic level-0 actions are not uniformly distributed.(Burchardi, K. B., &
Penczynski, S. P. (2014)

The predictions of the standard equilibrium models of game theory are

sensitive to assumptions about the fine details of the higher order beliefs. This
paper shows that models of bounded depth of reasoning based on level-
k thinking or cognitive hierarchy make predictions that are independent of the tail
assumptions on the higher order beliefs. The framework developed here provides
a language that makes it possible to identify general conditions on depth of
reasoning, instead of committing to a particular model such as level-k thinking or
cognitive hierarchy. (Strzalecki, T. (2014).

Require players to believe they are correct about others beliefs with
probability one, and to believe that others are correct about others beliefs with
probability one and so on. However, it might be more realistic to allow for some
uncertainty in the beliefs about others(Kneeland, T. (2013).

In a nationwide survey of high school dropouts conducted in 2006, 69

percent said that school had not motivated or inspired them to work hard. The
majority of educational reforms have focused on curriculum and pedagogy--what
material is taught and how it is taught. However, psychological factors--often
called motivational or non-cognitive factors--can matter even more than cognitive
factors for students' academic performance. These may include students' beliefs
about themselves, their feelings about school, or their habits of self-control. The
research reviewed in this paper shows that educational interventions and
initiatives that target these psychological factors can transform students'
experience and achievement in school, improving core academic outcomes such
as GPA and test scores months and even years later. This report also explains
how long-term learning is influenced by academic tenacity--mindsets and skills
that allow students to work harder and "smarter" over time.(Dweck, C. S.,
Walton, G. M., & Cohen, G. L. (2014)

Recent literature on measuring and boosting cognitive and non-cognitive

skills. The literature establishes that achievement tests do not adequately
capture character skills, personality traits, goals, motivations, and preferences
that are valued in the labor market, in school, and in many other domains. Their
predictive power rivals that of cognitive skills. Reliable measures of character
have been developed. All measures of character and cognition are measures of
performance on some task. In order to reliably estimate skills from tasks, it is
necessary to standardize for incentives, effort, and other skills when measuring
any particular skill. Character is a skill, not a trait. At any age, character skills are
stable across different tasks, but skills can change over the life cycle. Character
is shaped by families, schools, and social environments. Skill development is a
dynamic process, in which the early years lay the foundation for successful
investment in later years. High-quality early childhood and elementary school
programs improve character skills in a lasting and cost-effective way. Many of
them beneficially affect later-life outcomes without improving cognition. There are
fewer long-term evaluations of adolescent interventions, but workplace-based
programs that teach character skills are promising. The common feature of
successful interventions across all stages of the life cycle through adulthood is
that they promote attachment and provide a secure base for exploration and
learning for the child. Successful interventions emulate the mentoring
environments offered by successful families.(Kautz, T., Heckman, J. J., Diris, R.,
Ter Weel, B., & Borghans, L. (2014)

By helping students develop the non-cognitive skills, strategies, attitudes,

and behaviors that are the hallmarks of effective learners, teachers can improve
student learning and course performance while also increasing the likelihood that
students will be successful in college. This report grew out of the understanding
that it is not enough to know that non-cognitive factors matter for learning.
Researchers from a range of disciplines have provided evidence that such
factors are important to students' grades and long-term educational outcomes.
However, little work has been done to bring clarity to this wide-ranging evidence,
to examine its relevance for practice, or to review actionable strategies for
classroom use. The authors' goal was to develop a coherent and evidence-based
framework for considering the role of non-cognitive factors in academic
performance. They conclude by summarizing the most promising levers for
change as well as critical gaps in the knowledge base and in the link between
research and practice.(Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka,
J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012)

The student level, scales measuring conscientiousness, self-control, grit,

and growth mindset are positively correlated with attendance, behavior, and test-
score gains between fourth grade and eighth grade. Conscientiousness, self-
control, and grit are unrelated to test-score gains at the school level, however,
and students attending over-subscribed charter schools score lower on these
scales than do students attending district schools. Exploiting admissions lotteries,
we find positive impacts of charter school attendance on achievement and
attendance but negative impacts on these non-cognitive skills. We provide
suggestive evidence that these paradoxical results are driven by reference bias
or the tendency for survey responses to be influenced by social context.(West,
M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F., &
Gabrieli, J. D. (2016)

We investigate how cognitive ability and character skills influence the

evolution of play toward Nash equilibrium in repeated strategic interactions. We
find that more cognitively able subjects choose numbers closer to equilibrium,
earn more, and converge more frequently to equilibrium play. We estimate a
structural model of learning based on level k reasoning and find a positive
relationship between cognitive ability and levels. Furthermore, the average level
of more cognitively able subjects responds positively to the cognitive ability of
their opponents. More agreeable and emotionally stable subjects also learn
faster, although the effect of cognitive ability is stronger than that of
personality.(Gill, D., & Prowse, V. (2016).
 CHAPTER 3
METHODOLOGY

This chapter presents the research design, population and sampling,

determination of sample size, research locale, research instruments, data
gathering procedure, statistical treatment of data, and data analysis.
Research Design

The researcher used the descriptive survey research design. Almeida, et

al. (2016) stated that this design uses interviews, questionnaires, and sampling.
It allows researchers to present the findings in an accurate way. The researcher
used this design to determine the level of understanding of the Vision, Mission &
Goal of Selected Elementary and High School Students of RMMC.

Population and Sampling

The population of the study comprised the Selected Elementary and High
School students of Ramon Magsaysay Memorial Colleges officially enrolled of
Academic Year 2019-2020. The respondents were the 250 students from
Elementary and High School. The population of the respondents composed of
4,967; therefore, the researcher used an appropriate sampling techniques and
formula to get the desired samples from population. Availability sampling was
used in the study, where, the availability and voluntary participation of the
respondents was being considered by the researcher.

Determination of Sample Size

Due to large population of respondents, the researcher determined the

sample size of the respondents by using the formula below:

– Sample size
N – Total number of population
V – Standard value (2.58) at 1 percent level of probability with 0.99 reliability
– Sampling error (0.01)
p – Largest possible proportion (0.50)

N: 4,967

The sample size is 250 from a population of 4,967.

Research Locale
 The study was conducted at RMMC Basic Education Elementary
Department . The RMMC is a privately owned non-sectarian higher educational
institution. This college institution has been serving the people of South Central
Mindanao since 1960, offering a range of two-year Associate’s and four-year
Bachelor’s degrees in Accountancy, Business, Criminology, Custom
Administration, Education, Engineering, Information Technology, Liberal Arts,
Social Work, and as well as Graduate Studies in Education. This is the first and
the only higher educational institution in region XII with PACUCOA (Philippine
Association of Colleges and Universities - Commission on Accreditation)
Accredited Programs. The Ramon Magsaysay Memorial Colleges is located at
the very heart of the city, Pioneer Avenue, General Santos City, Philippines.

The researcher conducted the survey in the natural setting of RMMC

Basic Education Elementary Department . During the conduct of the study,
survey questionnaires were administered at the lobby located at the ground of
the campus where many students stayed during their vacant time. The
researcher administered survey questionnaires at the library located at the main
building which composed of first to forth floor. The researcher also conducted the
survey via room to room on the buildings of the campus.

Research Instruments

The researcher used survey questionnaire for gathering of data in

determining the level of understanding of the Vision, Mission & Goal of Selected
Elementary and High School Students of RMMC. The questionnaire as designed
by the researcher included items from unpublished and published theses and
dissertations. The dimensions of academic resources, administrative services,
infrastructures and facilities, students’ welfare services and teaching staff
services were measured using fifty (50) predetermined questionnaire items.
Every dimension had ten (10) items survey statements to measure its quality. A
Five-Point-Likert scale was applied to statement responses for measuring these
dimensions.

Data Gathering Procedure

After the validation of the researcher’s research instrument by the experts,

the researcher secured a letter of permission from the College President
Kristoffer Franz Mari R. Millado, MA., and thru the Executive Director for
academic Affairs Geraldine D. Rodriguez, Ed.D. to conduct the study in their
respective institution. After the approval of the permission letter, the researcher
administered survey questionnaires to 250 Selected Elementary and High School
Students of RMMC as respondents of the study. The survey questionnaires were
distributed to the respondents and were gathered right away after they had
finished answering the questionnaire. Retrieved questionnaires were 250 out of
250 or 100 percent. After the retrieval of the questionnaires, the researcher
tabulated the data using the appropriate statistical tool for the study.
Statistical Treatment of Data
The researcher used the weighted arithmetic mean to determine thelevel
of understanding of the Vision, Mission & Goal of Selected Elementary and High
School Students of RMMC in terms
a. literal
b. interpretive
c. Applied

Thus, the formula is as follows:

- the frequency (number of responses of each weight)

- the weight (5 - Very High, 4 -High, 3-Moderate, 2-Low, 1-Very Low)

- the sum of all the products of and

- the sum of all frequency/subjects
Data Analysis
Scale Description
4.5 – 5 Very High
3.5 – 4.4 High
2.5 – 3.4 Moderate
1.5 – 2.4 Low
1 – 1.4 Very Low