Preferences of Grade seven students on Submission of Quarterly

Final Output:
A Basis for an Output Action Plan

By

ALVIOLA, JESSE JOY

BUCALING, RICA MAE
MIRAL CAREN, O.
MIRAS CAREN, J.
CULANAG, MARILYN
TIMTIM, JAYMARK

2019
A. Abstraction

This study aimed to determine preferences of grade-7 students on

submission of quarterly final output, a basis for an output action plan, in

Crisostomo O. Retes National High School, Dumaguete City. One of the

most prevalent issues in grade-7 students in the said school is that one of

effects of their low grades are late submission and failure to comply their

output.

This classroom based action research focused on helping students in

Crisostomo O. Retes National High School to improve their performance in

terms of submission of their output. This study is descriptive in

nature.The researcher’s self-made questionnaire was distributed to the

respondents to find out the preferences of the submission of final output.

The findings of this study will be applied during the 4 th quarter output

submission to validate the effective of the said study.

There were forty-seven (47) respondents in the study. The

respondents are Grade-7 section Gold students of Crisostomo O. retes

National High School. Of the one hundred sixty one (161) respondents,

53.42 are female and 46.58 are male, majority of our respondents are

female.

Most male students “Often Preferred” in their preferences in

submission of final output except in preferences (3), “I have money to

buy the materials needed”, and (4), “I have extra time after my

extracurricular activities” where the responses are “Sometimes

Preferred”.

Female students “mostly preferred” in their preferences in their

submission of final output except in (3) “I have money to buy the

materials needed”, and (4), where their responses are “Sometimes

 Preferred” ; and in (1)”I work alone”, (2) “I work with my classmates”,

and (5), “I am in good health”, where they responded “Often Preferred”.

Since the computed value of 3.6643 is less than the tabular value of 9.488,

with df = 4,

ʆ = .05, the null hypothesis is accepted.

Therefore, there is no significant relationship between the sex profile

of the respondents and their preference in terms of submissions of final

output.
 B. Introduction

One of the most prevalent issues in the classroom that affects the final

grade of the students are late submission of their final output or failure to

comply their output at the end of every quarter. The final output plays an

important part of their grades because one of the components in computing

the grade is the performance that consist 40% of the final grade. It will

surely affect the result of the quarterly grade of every student and most of

the time resulted to failure or incomplete grade.

Based on the third quarter class record, seventy percent (70%) of the
students complied the final output on time and thirty percent (30%) failed to
submit. Strategies were made to improve student performance based on
teacher’s preference but student’s preferences should be taken into
consideration.

This research aims to help students improve their performance in

submission of their final output or project in every quarter. This study will be

conducted to the Grade-7 students, section Gold of Crisostomo O. Retes

National High School for the School Year 2018-2019. Crisostomo O. Retes

National High School (CORNHS) is located at San Jose, Negros Oriental

B. Purpose

This action based classroom research focuses on the preference of

Grade-7 Gold students on submission of final output in every quarter and

the result of this shall be the basis of an action plan for the 4 th quarter.

Specifically, the study seeks to answer the following questions:

1. What is the sex profile of the respondents?

 2. What are the preferences of the students in terms of submission of

final output?

3. Is there a significant difference between the preferences of the

respondents when they are grouped according to sex?

C. Hypothesis

To find if there is a significant relationship between the sex profile of

the respondents and their preference in terms of submission of final output,

the following null hypothesis is tested;

HO: there is no significant relationship between the sex profile of the

respondents and their preferences in terms of submission of final output.

D.Conceptual Framework

As illustrated in the diagram below, it is assumed that the sex profile

of the respondents has an influence on the preferences of the respondents in

submission of their final output. In addition, it is also assumed that the

student’s preferences have influence on the attitude of the respondents

towards submission of their final quarterly output.

PP
Preferences in submission Improved student’s
Performance and Increase
Of quarterly final output
promotion

Sex Profile
E. Literature

A study conducted by Maureen Downey on a growing practice in

schools of not holding students accountable for deadlines. She talked to a

group of high-achieving teens about school policies that bugged them. They

shared a frustration over the reluctance of schools to enforce deadlines.

During her interview, the teens said that a teacher announces a

deadline for a paper. They put hours into paper, stay up late to perfect it

and deliver it to the teacher the day it’s due. A quarter of the class doesn’t.

The teacher extended the deadline. Students complained most teachers now

accept late projects, reducing deadlines to suggestions. She finds out that

seldom does a teacher detracts point from late submission and no extra

points awarded for turning every assignment on time.

In the book, “The Smartest Kids in the World: And How They Got That

Way,” foreign high school students spending a year in U.S. schools

commented that American students weren’t held to deadlines by teachers

and late work triggered no consequences.

A study conducted and identified five reasons of student of delaying

their assignments; the first reason for late submission is procrastination.

Self-indulgent activities and relaxations, there are external happenings

which hamper the sincere desire to work on assignments.

The second reason is unforeseen events. They could cause personal

constraints like illness, accident, lack f concentration or obligatory

commitments. There may be resource constraints like power outage, website

going down.

The third is insufficient knowledge about the assignment (questions

and/or solutions) is another cause assuming one understands what is asked,

answering might take more time due to confusion about the scope and

relevance. The problem may be less severe in derivations and calculations

using tools and tables. The difficulty will be in interpretations and

expositions, particularly for open-ended questions.

The fourth, after all these barriers, the student has a major problem

the mode, style, language, etc., of the presentation and the fifth ids the

worry about what and how to present, and when to stop paralyzes the

students, making them miss the deadline, is a key factor in the success of

students at all stages of their education, and teachers can play a pivotal role

in providing and encouraging that motivation in their students. It is not easy

to motivate students all the time because teachers also have a lot of things

to be done, as all students are motivated differently and it takes time and a

lot of effort to learn to get a classroom full of kids enthusiastic about

learning, working hard and pushing themselves to excel.

Following are some research-based strategies for motivating students to

learn.

 Become a role model for student’s interest. Deliver your

presentations with energy and enthusiasm. As a display of your

motivation, your passion motivates your students. Make the course

personal, showing why you are interested in the material.

 Get to know your students. You will be able

According to Ken Bain and Linda Nilson, motivation also

both intrinsic

E. Methodology

This study is descriptive in nature. This will be conducted to the Grade

7 students of section Gold, during the third quarter. The researcher’s self-

made questionnaire was distributed to the respondents to find out the

preferences of the submission of final output. The result of this study shall

be a basis for an output action plan.

 The findings of this study will be applied during the 4 th quarter output

submission to validate the effectivity of the said study. The tools used in

analysing and interpreting the data are the following:

1. Percentage is used to describe the Sex profile of the respondents.

Formula:

part
Percentage= ×100
whole
2. Likert 5-point Scale was used to describe the preferences of the

respondents.

The scale used was:

Scale Description

5-Mostly Preferred When the statement is 81-100% true

4-Often Preferred When the statement is 61-80% true

3-Sometimes Preferred When the statement is 41-60% true

2-Seldom Preferred When the statement is 21-40% true

1-Not Preferred When the statement is 1-20% true

3. The Chi-square was used to find the relationship between the preferences
of male and female respondents in the submission of final out.

E. Findings and Analysis

The data are presented in tabular form and arranged sequentially to

suit the order of the problems raised in this study. The data pertained to the

preferences of submission of final quarterly output of Grade 10 Students of

Taclobo National High School for the third quarter.

Table 1

Sex Profile of Respondents

Sex Number of Percentage (%)

Respondents
Male 27 53.42

Female 22 46.58
 Total 49 100%

Presented in Table 1 is the sex profile of the student respondents.

Data shows that of the 49 respondents, a great majority compromising of

53.42 percent are male and 46.58percent are female.

Table 2

Preferences of the Respondents in Submission of final Output

Student’s Preferences Weighted Verbal

Mean Description
(Male)
1. I work alone/individual output 3.59 Often
prepared
2. I work with my classmates by 3.57 Often
group. preferred
3. I have money to buy the materials 3.16 Sometimes
needed. preferred
4. I have extra time after my 3.40 Sometimes
job/chores/games/extra-curricular preferred
activities.
5. I am in good health. 3.71 Often
preferred
6. My teacher gives the instruction 3.93 Often
clearly and keeps on reminding me. preferred
7. My teacher will inform me ahead 4.19 Often
regarding the content of our final preferred
output.
8. My teacher will give additional 4.03 Often
points of passing it on or before the preferred
deadline.
9. My Parents/Guardian will support 4.16 Often
and help me. preferred

(Female)

1. I work alone/individual output 4.00 Often

preferred
2. I work with my classmates by 3.97 Often
group. preferred
3. I have money to buy the materials 3.40 Sometimes
needed. preferred
4. I have extra time after my 3.15 Sometimes
job/chores/games/extra-curricular preferred
activities.
5. I am in good health. 4.16 Often
preferred
6. My teacher gives the instruction 4.40 Mostly
 clearly and keeps on reminding me. preferred
7. My teacher will inform me ahead 4.45 Mostly
regarding the content of our final preferred
output.
8. My teacher will give additional 4.38 Mostly
points of passing it on or before the preferred
deadline.
9. My Parents/Guardian will support 4.43 Mostly
and help me. preferred

Legend:
1.00-1.80 Not Preferred
1.81-2.60 Seldom Preferred
2.61-3.40 Sometimes Preferred
3.41-4.20 Often Preferred
4.21-5.00 Mostly Preferred

Most male students “Often Preferred” in their preferences in

submission of final output except in preferences (3), “I have money to buy

the materials needed”, and (4), “I have extra time after my extracurricular

activities” where the responses are “Sometimes Preferred”.

Female students “mostly preferred” in their preferences in their

submission of final output except in (3) “I have money to buy the materials

needed”, and (4), where their responses are “Sometimes Preferred” ; and in

(1)”I work alone”, (2) “I work with my classmates”, and (5), “I am in good

health”, where they responded “Often Preferred”.

Table 3

Relationship between the sex profile and preferences of the

Grade 10 Students.In term of submission of Final Output.

Sex Male Female Total

Preferences fofe fofe

5 23 39 62

28.88 33.12
4 23 21 44

20.50 23.50
3 20 18 38

17.7 20.30
 2 7 6 13

6.06 6.94
1 2 2 4

1.86 2.14
Total 75 86 162

Xc= 3.6643

Xt= 9.88, Df= 4,ʆ = .05

F. Decision

Since the computed value of 3.6643 is less than the tabular value of

9.488, with df = 4,

ʆ = .05, the null hypothesis is accepted.

Therefore, there is no significant relationship between the sex profile

of the respondents and their preference in terms of submissions of final

output.

V. Conclusion

Most male students “often preferred” in their preferences in

submission of final output except in preferences (3) and (4).

Female students “Mostly preferred” in their preferences in their

submission of final output except in (3), where their responses are

“Sometimes preferred” and in (1),(2), and (5), where they responded “Often

Preferred”.

It has been found that there is no significant relationship between the

sex profile of the respondents and their preference in their submissions of

final output.