POLITICAL AWARENESS AND ENGAGEMENT OF STUDENTS

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

A Research Project

Presented to the

Faculty of the Basic Education Department

Senior High School

Holy Name University

City of Tagbilaran

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By:

Nicole Marie B. Darunday Kobe Allen G. Loseñada

Desiree Ann M. Leornas Marc Jay S. Timbal

June 2020

i
 ABSTRACT

Names: Nicole Marie B. Darunday

Desiree Ann M. Leornas
Kobe Allen G. Loseñada
Marc Jay S. Timbal

Research Title: Political Awareness and Engagement of Students

School: Holy Name University

Adviser: Miss Jessa Mae Linsag

Date Defended: February 21, 2020

ABSTRACT

The research entitled, “POLITICAL AWARENESS AND ENGAGEMENT OF

STUDENTS” is a study done to assess the level of the awareness and
involvement of the Senior High School Students of the mentioned academic
institution in terms of overall, grade level based, and strand preference based
criteria on political issues

The researchers chose the particular study as they would like to see if the
youth today really lives up to their responsibility of being the future of the nation
by being aware and involved in political discussions and activities.

The said study used a twenty-six (26) statement online survey that aimed
to summarize and examine the degree of knowledge and involvement of the
students with the use of the Likert-scale with a five point option method.

The results of the study proved that there is a lack of political awareness
and engagement among the Senior High School students of the said university
as they obtained low scores in every tally and table in the data presentation even
though the issues being asked of their awareness and engagement are popular
and common in the society as of the present.

The researchers then recommended a course of action that would teach

the students about these issues in a pragmatic and useful manner which could
allow them to fully exercise their role in nation building.

ii
 ACCEPTANCE SHEET

Accepted and approved in partial fulfillment of the requirements the

subject Research Project.

GLADYS FLORA I. FLORETA, MA

Assistant to the Principal, Senior High School

DR. PRISCIANO S. LEGITIMAS

Principal, Basic Education Department

___________________________
Date

iii
 APPROVAL SHEET

This Research Study entitled, “THE LEVEL OF POLITICAL

AWARENESS AND ENGAGEMENT OF SENIOR HIGH SCHOOL STUDENTS
OF HOLY NAME UNIVERSITY”, prepared and submitted by Nicole Marie B.
Darunday, Desiree Ann M. Leornas, Kobe Allen G. Loseñada, and Marc Jay S.
Timbal, in partial fulfillment of the requirements for the Grade 12 Senior High
School of the Basic Education, has been examined and recommended for
acceptance and approval for oral defense.

JESSA MAE A. LINSAG

Faculty, Senior High School
Holy Name University

____________________________________

PANEL COMMITTEE

Accepted and approved for oral examination.

PROF. SHIELA B. ALTURAS, M.A. PROF. ACE P. UY, M.A.

Member, Panel Committee Member, Panel Committee

PROF. JESSIE A. FUENTES, J.D.

Chairman, Panel Committee

iv
 ACKNOWLEDGEMENTS

We, the researchers of this study, would like to express our humblest
gratitude and thanksgiving to everyone who helped, motivated, and push us
forward towards the completion of this research study, without these people, we
would never be able to accomplish this task, and this is where it is deserving that
you receive proper acknowledgments.

First and foremost, to our Almighty God, who always guided us and
showered upon us wisdom and perseverance to continue this study. We thank
you, Almighty Father for the endless love and support and for hearing our
prayers especially during the rough times.

Second, to our research adviser, Miss Jessa Mae Linsag who

accommodated us whenever we had inquiries and for correcting us towards the
correct way of formulating this research study.

Third, to our English for Academic and Professional Purposes teacher,

Miss Ruby Ann Marie Ocular who imparted her knowledge on the technicalities
on writing a research paper in terms of content and grammar.

To our panelists, Prof. Shiela B. Alturas, M.A, Prof. Ace P. Uy, MA.,
and Prof. Jessie A. Fuentes, J.D. for helping us produce a well-organized
research paper.

To Dr. Arlan S. Coscos for catering our concerns and for examining our
research study and helping us achieve our fullest ability in delivering an effect
research.

To our respondents who willingly shared their time just to take part of our
study, we thank you a lot for giving to us our needed data and being so kind and
helpful to us.

To our friends and families who supported us physically, emotionally, and

financially just to complete this research project of ours, we extend our humblest
thanksgiving to each and every one of you.

And lastly, to everyone who believed in the four of us all the time. We
thank you!

-The Researchers (Darunday, Leornas, Loseñada, and Timbal)

v
 DEDICATION

We are offering our deepest and most sincere gratitude

to our Almighty Father who became our foundation and the cornerstone of our

determination and perseverance to continue and finish this thesis of ours.

Without him, we would have lost our way and passion in

the whole course of finishing this research study.

We, the researchers, dedicate this research study to every single individual

who never ceased to encouraged us to strive more especially during the

most difficult times of the conduct of our study.

And to everyone who never stopped believing in us,

we are specially dedicating this research study to you.

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 TABLE OF CONTENTS

TITLE PAGE . . . . . . . . .i

ABSTRACT. . . . . . . .. . . ii

APPROVAL SHEET . . . . . . . .iii

ACCEPTANCE SHEET . . . . . . iv

ACKNOWLEDGEMENT . . . . . . . .v

DEDICATION . . . . . . . . .vi

TABLE OF CONTENTS . . . . . . . .vii

LIST OF TABLES . . . . . . . . .ix

LIST OF FIGURES . . . . . . . . .x

CHAPTER
PAGE

1 THE PROBLEM AND ITS SCOPE

INTRODUCTION . . . . . .1
Rationale . . . . . . . 1
Theoretical Background . . . . . .3
Theoretical Framework . . . . . . 11
THE PROBLEM
Statement of the Problem . . . . . 12
Statement of the Hypotheses . . . . . 13
Significance of the Study . . . . . 13
Scope and Limitations . . . . . . 14
RESEARCH METHODOLOGY
Research Design . . . . . . . 15
Research Participants . . . . . . 15
Research Environment . . . . . . 16

vii
 Research Instrument . . . . . . 16
Data Gathering Procedure . . . . . . 17
Statistical Treatment . . . . . . 17
DEFINITION OF TERMS . . . . . . 20

CHAPTER

2 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Grade Level and Strand of the Respondents . . . 21
Constitutional Knowledge (Grade Level) . . . . 22
Awareness of Existence of Issues (Grade Level). . . 24
Involvement of Political Issues (Grade Level) . . 26
Constitutional Knowledge (Strand Based) . . . 29
Awareness of Existence of Issues (Strand Based). . . 31
Involvement of Political Issues (Strand Based) . . 33
Significant Differences . . . . . 36

CHAPTER

3 SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Summary . . . . . . . . 38
Findings . . . . . . . . 38
Conclusion . . . . . . . . 39
Recommendations . . . . . . . 39
BIBLIOGRAPHY
References . . . . . . . . 42
APPENDICES
A Transmittal Letter . . . . . . . 47
B Questionnaire . . . . . . . 48
C Breakdown of Responses . . . . . . . 51
CURRICULUM VITAE . . . . . . . 57

viii
 LIST OF TABLES

TABLE PAGE
1 Grade Level of the Respondents …………………… 21
2 Strand of theRespondents……………………………… 21
3 Knowledge of the Respondents by Grade Level on
the Constitution………………………………………… 22
4 Awareness and Engagement of the Respondents by
Grade Level of the Existence of Political Issues……... 24
5 Awareness and Engagement of the Respondents by
Grade Level of the Involvement in Discussion of
Political Issues…………………………………………… 26
6 Knowledge of the Respondents by Strand on the
Constitution………………………………………………. 29
7 Awareness and Engagement of the Respondents by
Strand on the Existence of Political Issues…………… 31
8 Awareness and Engagement of the Respondents by
Strand on the Involvement in Discussion of Political
Issues ……………………………………………………. 33
9 Significant Difference between Grade Levels in terms
of Awareness and Engagement……………………… 36
10 Significant Difference between Strands in terms of
Awareness and Engagement between HUMSS and
Non-HUMSS Students………………………………….. 36
11 Breakdown of Respondents’ Answers ……………….. 51

ix
 LIST OF FIGURES

FIGURES PAGE
1 Schematic Diagram of the Study. . . . . 11
.

x
 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Jose Rizal once stated that the youth is the hope of the motherland. With

his words the academe and the elders had taught to the younger generations

today that the future is dependent on the actions and thoughts being pushed by

them. These actions and thoughts include movements for social growth and

development which is rooted on political awareness. But nowadays, there has

been a belief that concerns the youth and their political awareness and

engagement.

The youth today, according to Smith (2016), has exercised a passive

approach towards involvement in political issues and concerns. Today’s

generation believes that when they discuss issues that concerned the

government and the political structures of the Philippines, it would be tedious and

unfruitful discussion.

Moreover, they tend to neglect these issues due to how adults treat youth

involvement in the society. The elders believe that if the youth would put a voice

in certain issues, especially if it contradicts what the elders believe and stand

upon, they treat it as a sign of disrespect and defiance to governmental and

1
social norms. In fact, in an article published by the FreeChild Institute, the said

article mentioned that there has been an existing discrimination against the voice

of youth, and the act is done in many forms, one of which is the discrimination

against the youth in terms of political and community engagement, wherein, the

institute had stated that the youth is excluded from the creation of programs

designed for them but are forced to conform to the programs designed by the

adults for them. Also, the youth is minimally represented in political participation

such as elections and even just merely, political discussions and inquiry.

Another factor for youth political passiveness is the impact of technology

and entertainment media, given that most teens today tend to talk about

celebrities and popular people, they are likely to forget about the issues faced by

the society, which again, they would call “boring” and “lengthy”.

But the ironic thing is that the youth would always be the catalysts of the

future, what the future generation would look like rely on how the youth of today

would shape it. The government has already tried to inculcate different values to

the Filipino youth such as nationalism and patriotism as they have implemented

programs that hoped to develop the said morals. These programs include the

implementation of the National Training Service Program (NSTP) that is

comprised of the Civil Welfare Training Service (CWTS), Reserved Officer

Training Corps (ROTC), and Literacy Training Service (LTS). While these

programs have taught the youth about their role in nation building, the said NSTP

Programs are only taught in the tertiary level and not in the newly implemented

2
Senior High School Department which might be an outlet for some of the youth to

neglect and reject their role in nation building.

When the people would ask most of the youth, they might say that they

are not interested about these issues which are a cause for concern because it is

in their hands that the future of the country is dependent upon. They might even

say that they are aware, but they don’t have any outlet to participate in.

This is why the researchers chose this particular topic for their study as

they would like to assess on how much knowledge the Filipino youth, specifically,

the Senior High School students of Holy Name University, has and on what level

they are in in terms of awareness on political issues and their involvement in the

discussion of the mentioned issues, and if there is a need to implement a similar

educational program to that of the NSTP to the Senior High School students of

the said university.

Theoretical Background

People participate in political discussions and movements due to various

reasons. Even the youth nowadays are actively involved in social reforms and

political activities.

Larson (2017) introduced in her article Tajfel and Turner’s “Social Identity

Theory”. This theory is one of the dominant theories that serves as a foundation

on the intensity and level of political participation of the citizens. In this theory, it

“argues that groups are motivated to achieve a positively distinctive identity.

Groups compare themselves to a similar but slightly higher reference group.

3
Inferiority on important dimensions may lead to the adoption of an identity

management strategy: social mobility (emulating the higher-status group to gain

admission), social competition (striving to equal or surpass the dominant group),

or social creativity (revaluing an ostensibly negative characteristic as positive or

identifying an alternative dimension on which the group is superior).” This means

that people vote and participate in political concerns because of what they can be

known for it. If people can unite and involve themselves in massive social issues,

then they could be identified and become one of society’s biggest niches.

Butteriss (2012) mentioned Sherry Arnstein’s “The Ladder of Citizen

Participation”, in which the ladder shows the level of involvement by the citizen

towards dealing with social movements and social issues. Levels one and two

are generally described as non-participation, meaning that the citizens don’t

participate at all, by their own will, to the social activities. Levels three to five are

generally defined as the degrees of tokenism. In these four levels, the citizens

are asked to participate because they would get something in return, thus igniting

the term of tokenism. Levels six to eight are generally explained as the degrees

of citizen power, in these levels, the citizens are given the full opportunity to excel

in citizen participation because through these, citizens can do partnerships and

can yield power in the society.

The model made by Arnstein was later on shortened in the Ladder of

Public Participation which was constructed by Weidemann and Femers (1993),

which features six levels of citizen/public participation which are as follows: (1)

Public Right to Know, (2)Informing the Public (3) Restricted Participation

4
(4)Public Participation in Defining Agendas (5) Public Participation in Assessing

Risks and Recommending Solutions and (6) Public Participation in Final

Decisions.

Allowing the youth of today to participate in political discussions has a lot

of benefits not only to themselves but also to the whole of the society. Lincoln

Strategy (2017) has stated that “engaging youth and teens in the political process

isn’t just beneficial in the short-term, but it also lays the foundation for strong

political engagement in the future. It is crucial that they recognize that they are

tomorrow’s leaders and with that in mind, have more involvement in how their

future looks.” In addition, Boutrous (2019) stated that “the involvement of youth in

politics leads to civic engagement which is broader than political engagement

because it can include service to the community through involvement in health,

education and charity work.” She later added that, “the younger generation’s

fresh ideas and new leadership can help to overcome authoritarian practices.”

Today (2014), have mentioned that “By allowing them to voice their

opinion on most national issues can open and move the political world forward.

This is not only good for society, but necessary for society.” Moreover, Kadaga

(2016), said that, “Their participation in democracy promotes active citizenship,

strengthens social responsibility and can enhance democratic processes and

institutions”.

But although there are a lot of benefits for youth participation, the youth,

particularly students, still manages to exercise political passiveness and little

5
political awareness. In an article written by Farris (2017), he mentioned that

Hussein Al- Amoush, a professor at Hashemite University have stated that “The

low level of political awareness among students is transforming universities from

a place of discussion, exchange of ideas and scientific research, and the

establishment of an intellectual, cultural and scientific society, to a place of

violence and entrenchment behind deadly sub-identities and an environment of

regional and tribal polarization”. Smith (2016), in his article, when he said that

when he asked students about the 40th president of the United States of

America, almost all of the students struck out, but when he showed a picture of

Kim Kardashian, almost all of them got it, he indicated that, “when the majority of

citizens are more wise about entertainment news and social trends than real

affairs and background lessons of our own country, we’re faced with an

unacceptable, yet inevitable catastrophe.”

Rappler (2014) mentioned in a news article concerning the amendment of

the presently used 1987 Philippine Constitution saying that, “Seventy percent

(70%) of Filipinos have "little or no knowledge" about the Constitution of the

Philippines, despite a majority saying they are opposed to changing the country's

basic laws at this time, according to the results of Pulse Asia's latest "Ulat ng

Bayan" survey. Of those surveyed, Pulse Asia said 24% have "almost none or no

knowledge at all" about the Constitution, while 46% admit to know a little about it.

Meanwhile, 30% said they have a "great deal" or "sufficient" knowledge of the

country's fundamental laws.”

6
 But these events are not brought upon just in a swift manner; they are

products of different reasons that resulted to the youth not yielding efficient

political participation. Shamma (2014), in her dossier, she stated that “As much

as engaging in politics is important for the development of the country, based on

the previous description of politics, youth are still not encouraged enough to be

part of the change process, and this is due to a variety of reasons”, she then

enumerated six reasons on why the youth do not participate in political

discussions and activities, the following are as follows: (1) Laws and regulations

don't provide the right to youth participation, (2) Lack of young citizens' trust in

their elected representatives, (3) General knowledge of the parliament/local

government and how they work, wherein she added that, “the educational system

doesn't provide information and skills that can be used to engage youth in

political life.”, (4) Focus on day-to-day priorities rather than politics, (5) General

perception that political parties are "dirty", and (6) major political changes took

place that can explain part of the youth absenteeism.

With these reasons, countries have intensified their efforts into

strengthening the youth’s participation in politics and community engagement. In

the Philippines, as a matter of fact, stated in Article II Section XIII of the 1987

Philippine Constitution that, “the State recognizes the vital role of the youth in

nation-building and shall promote and protect their physical, moral, spiritual,

intellectual, and social well-being. It shall inculcate in the youth patriotism and

nationalism, and encourage their involvement in public and civic affairs.”

Moreover, Republic Act No. 8044 or otherwise known as “An Act Creating the

7
National Youth Commission, Establishing A National Comprehensive and

Coordinated Program on Youth Development, Appropriating Funds Therefor, and

for Other Purposes”, promotes youth involvement which is specifically stated in

Section II of the said law stating that the state shall declare National

Comprehensive and Coordinated Program on Youth Development based on: (b)

Inculcation in the youth of patriotism, nationalism and other basic desirable

values to infuse in them faith in the Creator, belief in the sanctity of life and

dignity of the human person, conviction for the strength and unity of the family

and adherence to truth and justice; and (c) Encouragement of youth involvement

in character-building and development activities for civic-efficiency, stewardship

of natural resources, agricultural and industrial productivity, and an

understanding of world economic commitments on tariffs on trade and

participation in structures for policy-making and program implementation to

reduce the incidence of poverty and accelerate socio-economic development.

This is why the state recognizes the role of youth participation in nation

building as stated in Section 13 of Article II (State Policies and Principles) of the

1987 Philippine Constitution mentioning that: “The state shall recognize the vital

role of the youth in nation-building and shall promote and protect their physical,

moral, spiritual, intellectual, and social well-being. It shall inculcate in the youth

patriotism and nationalism, and encourage their involvement in public and civic

affairs.”

The country has tried to inculcate these values with the government

implementing the National Training Service Programs which is composed of

8
three components namely: (1) Reserved Officer Training Corps that it geared

towards the promotion of the nation’s security through allowing students to

undergo military training, (2) Civil Welfare Training Service that promotes the

value of service to the Filipino people by giving students the opportunity to

conduct community-based projects, and (3) Literacy Training Service that is

geared towards teaching students on literacy and communication. In a study that

was conducted by Custodio et al. (2016), they stated that students who enrolled

in NSTP Programs “have a clear view of the outcomes and functions of

volunteerism. They believe that the work that they do contribute to a greater

cause and improves their self-esteem. Their motivation for volunteering also

improved from intent to improve social relation before taking NSTP into

inclination towards altruism and humanitarian motivations, developing

perspective and empathy among students. They are consistent in their view of

charitable giving.” In another study made by Gabriel and Losabia (2015), they

found out that students who enrolled in the NSTP Programs have modeled

themselves to the core values of Lyceum of the Philippines- Laguna, their alma

mater.

Although the said programs has improved the youth involvement of the

Philippines, it has a major flaw that could cause why political passiveness among

the youth hasn’t been absolutely eradicated, the said flaw is that, the program is

given only to the tertiary level, excluding the newly implemented Senior High

School, which is a cause for concern, given that the two departments have

students with the same age brackets and has the same necessity to be involved

9
in youth participatory activities. In addition, the three components allow students

to excel in fields that don’t really discuss issues that concern politics and political

issues; they are directly exposed and involved without being given the

opportunity to be aware. In a study conducted by Onda (2019), he stated that

Chua and Kuo (1991) they mentioned that, “emphasized the importance of

education in the advancement of good practices in order to advocate the

adoption of good habits and choices among the youth. This induced the idea that

a nation thrives on education, not only economically but also culturally and

psychologically.”

Without proper orientation on their role in nation-building, the youth might

somehow get the wrong idea on how they should help develop the country to

make progress. This is why the researchers have chosen this so they can fully

assess the extent of political awareness and engagement of the Senior High

School Students of Holy Name University towards societal and constitutional

concerns.

10
 Theoretical Framework

THEORIES LEGAL BASES

 Social Identity Theory (Tajfel and  Republic Act No. 8044 (Youth
Turner) in Nation Building Act)
 Ladder of Citizen Participation  Article II Sec XIII of the 1987
(Sherry Arnstein) Phil. Constitution (Recognition
 Ladder of Public Participation of the Role of Youth in Nation
(Weidemann and Feimers) Building)

Political Awareness and

Engagement of the Students

Basis for Recommendations

Figure I. Schematic Diagram of the Study

11
 THE PROBLEM

Statement of the Problem

The researchers aimed to find out the level of political awareness and

engagement of the students towards social issues and political matters.

Specifically, the researchers sought to answer the following:

1. What is the profile of the respondents in terms of:

1.1. grade level, and

1.2. strand?

2. What is the level of the students’ political awareness and engagement in

terms of:

2.1. knowledge of the Constitution;

2.2. existence of political issues, and

2.3. involvement in the discussion of political issues?

3. Is there a significant difference in the level of political awareness and

engagement of the respondents in terms of:

3.1. grade level and

3.2. strand?

12
Statement of the Null Hypotheses

The researchers proposed the following null hypotheses in the conduct of

this study:

1. There is no significant difference in the level of political awareness and

engagement between Grade 11 and Grade 12 students, and;

2. There is no significant difference between the level of political awareness

and engagement between HUMSS and non- HUMSS students.

Significance of the Study

The research aimed to benefit the following:

Academe. The school would eventually produce students who are well-informed

in political issues and used their knowledge for a good cause in participating

social movements or political activities.

Society. This research is helpful to the society this provide the Filipino youth

good information regarding their role in democracy while making the country

progressive and economically-stable.

Senior High School Students. With this research, the students can intensify

their level of political awareness and engagement so that they can effectively

participate in social movements and political discussions geared towards national

prosperity.

13
Scope and Limitations of the Study

The study covered the assessment of the political awareness and

engagement of the Senior High School students of Holy Name University.

Moreover, the said research was limited only in knowing the participation of the

students on issues related to Philippine Politics and Governance. The

respondents were limited to those who are enrolled in the second semester of

academic year 2019-2020.

14
 RESEARCH METHODOLOGY

Research Design

The study used a descriptive type of research design through observing

and measuring without manipulating variables. This research design is

appropriate in this particular study as it measures the level of political awareness

of the students.

Research Participants

The respondents of this study were the twenty-six percent (286 selected

students) of the whole population of the whole Senior High School. This sample

size was determined statistically by considering the 95% confidence level as well

as the 5% margin of error. The respondents were chosen through convenient

random sampling.

15
Research Environment

The said research was conducted at Holy Name University Senior High

School Department. The school is located at Janssen Heights, Dampas District,

Tagbilaran City, Bohol. The Senior High School Department offers three

academic strands namely: (1) Humanities and Social Sciences (HUMSS), (2)

Accountancy, Business, and Management (ABM) and, (3) Science, Technology,

Engineering, and Mathematics (STEM).

As of this study, the department has a total population of 1,100 students

Holy Name University is a PAASCU accredited school ran by the Society of the

Divine Word.

Research Instrument

The questionnaire contained two major parts: (1)the demographic profile

in terms of grade level and strand; and (2) the political awareness and

engagement survey. The second part is a Likert scale which assess the

respondents’ knowledge on the Constitution, awareness on the existence of

political issues and agreement or involvement in political issues.

The survey was based on recent social and political issues that our

country is facing today. The instrument was piloted for reliability and validity

which had a Cronbach’s alpha size of 0.88%.

16
Data Gathering Procedure

The researchers distributed the survey to the chosen respondents through

an online link with a 15 day period when they could answer it. Afterwards, the

data collected went through a statistical treatment that gave the results and the

implications of the study.

Statistical Treatment

To present the profile of the respondents in terms of grade level and

strand, the percentage was used. The formula is:

𝒇
P= x 100
𝑵

Where:

P= percentage

f= frequency or number of individuals belonging to a certain group

N= total number of respondents

To determine the mean responses of the respondent to the level of

political awareness and engagement in terms of the knowledge on the

Constitution, existence of political issues and agreement or involvement on

political issues, the weighted mean is used. The formula is:

17
 ∑ 𝑓𝑥
WM=
𝑁

Where:

WM= weighted mean

∑ 𝑓𝑥= summation of the product of frequency (f) and the assigned

weight (x) of each scale, i.e., 1,2,3,4 and 5

N= total number of respondents

The obtained value of the weighted mean is described according to the

following interval:

1.00-1.80 Strongly unaware/ disagree

1.81-2.60 Unaware/ disagree

2.61-3.40 Neutral

3.41-4.20 Aware/ agree

4.21-5.00 Strongly aware/ agree

To test whether or not there is a significant difference in the level of

political awareness and engagement between grade level and strand, the t-test is

used, the formula is:

𝑥1 − 𝑥2
𝑡=
𝑠2 𝑠2
√ 1 + 2
𝑁1 𝑁2

18
 Where:

t= t-value

𝑥1 = mean score of Group 1

𝑥2 = mean score of Group 2

𝑠12 = variance of the score of Group 1

𝑠22 = variance of the score of Group 2

𝑁1= number of scores in Group 1

𝑁2 = number of scores in Group 2

The obtained t-value is then compared against its critical value in order to

decide whether or not the null hypothesis would be rejected.

19
 Definition of Terms

The research made use of the following terminologies based on the

context of this study:

Awareness. The level of knowledge that one has concerning politics, this

covers knowing the fundamentals of politics and governance

Engagement. Participation that one has concerning not only politics, but also

on the issues that concern politics and governance. This covers social,

economic, religious and political movements present in the community

20
 CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter would present the tabulation, data treatment processes and

results, analysis, and interpretation of the responses gathered from the

respondents

Table 1. Grade Level of the Respondents

Grade Level Frequency Percentage

Grade 11 143 50%
Grade 12 143 50%
Total 286 100%

The table above presented the distribution of the respondents according to

their grade level. As seen, each grade level owned 50% of the respondents

respectively, so that there could be a balance between the number of responses

from each grade level in order to have a fair comparison between the data

collected.

Table 2. Strand of the Respondents

Academic Strand Frequency Percentage

Humanities and Social Sciences (HUMSS) 42 15%
Non- HUMSS strands (ABM and STEM) 244 85%
Total 286 100%

The table above shows the distribution of respondents based on the

strand preferences wherein as seen, the Non-HUMSS population owned most of

the respondents due to the bigger population compared to the HUMSS strand,

21
the basis of this distribution is to have an equal percentage per strand rather than

to have an equal number of respondents per strand, in this way, it can be

assured that the data that is collected represents the strand divisions fairly.

Table 3. Knowledge of the Respondents by Grade Level on the Constitution

Statements Grade 11 Grade 12 Average

WM Descriptio WM Description WM Description
n
1. I am aware 2.43 Unaware 2.55 Unaware 2.49 Unaware
of the year
the
Constitution
was made
and its
proponents
2. I am aware 2.70 Neutral 2.76 Neutral 2.73 Neutral
of the four
elements of
the state
3. I am aware 3.39 Neutral 3.38 Neutral 3.39 Neutral
of the type
of
government
the country
adapts
4. I am aware 3.13 Neutral 3.03 Neutral 3.08 Neutral
of the three
branches of
the
government
together
with their
powers and
jurisdiction
5. I am aware 3.29 Neutral 3.32 Neutral 3.31 Neutral
of the role
of families
and women
in nation-
building
6. I am aware 3.32 Neutral 3.49 Aware 3.41 Aware
of the role

22
 of the youth
in nation
building
7. I am aware 3.27 Neutral 3.01 Neutral 3.14 Neutral
of the
proper
exercise of
one’s
freedom
and liberty
8. I am aware 3.19 Neutral 3.4 Aware 3.30
of the
Freedoms
of Speech,
Religion,
and
Association
together
with its
limits and
specification
s
Cumulative Mean 3.09 Neutral 3.19 Neutral 3.14

Table 3 presents the data of the respondents regarding their knowledge

on the information that surrounds the Constitution adapted by the Philippines.

The data shows that the majority of the items were rated as neutral meaning; the

students did not expressly say that they either know or did not know the

provisions of the Constitution.

With the data presented above, it can be said that there should be

at least a method of improving their neutrality towards having knowledge on the

Constitution, in this way, their level of information concerning the supreme law of

land would be in a definite level awareness rather than just being neutral. If they

would be aware rather than just being neutral, they would be able to identify their

23
rights and responsibilities against possible abuse or threat. Liberty (2015)

mentioned that teaching the Constitution enables the citizens of the nation to

protect its sovereignty, religious freedom and the guarantee of every citizen’s

complete freedom.

Table 4. Awareness and Engagement of the Respondents by Grade Level of

the Existence of Political Issues

Statement Grade 11 Grade 12 Average

WM Description WM Description WM Description
1. I am aware 3.7 Aware 3.55 Aware 3.63 Aware
of the
existence of
the issue
concerning
our
sovereignty
over the
West
Philippine
Sea.
2. I am aware 3.85 Aware 3.70 Aware 3.78 Aware
of the
existence of
the issue on
the
continuing
war against
drugs of the
administrati
on
3. I am aware 3.50 Aware 3.50 Aware 3.50 Aware
of the
existence of
the issue
about the
economy
specifically

24
 on the
different
taxes
4. I am aware 3.67 Aware 3.52 Aware 3.60 Aware
of the
existence of
the issue on
the re-
implementat
ion of the
Reserved
Officer
Training
Corps
(ROTC) in
Senior High
School
5. I am aware 3.62 Aware 3.48 Aware 3.55 Aware
of the issue
on the
controversia
l Sexual
Orientation
and Gender
Identity and
Equality Bill
Cumulative 3.55 Aware 3.79 Aware 3.67 Aware
Mean

Table 4 shows the weighted means of the respondents in terms of their

awareness on the existence of the different popular political issues faced by the

country today. The great weighted means of the table reflects awareness which

means that the students are aware of the existence of the mentioned political

issues and this might be caused by their massive exposure towards mass and

social media which are platforms for news and issue circulation.

In the words of Onda (2019), the mass media has a great effect on

distributing and letting information be transferred from one medium to another.

25
Like mass media, the internet has played a great role in informing the people

about the different issues and news that the country is experiencing nowadays,

thus explaining why the respondents of the study are aware of the existence of

the mentioned issues.

Table 5. Awareness and Engagement of the Respondents by Grade Level of

the Involvement in Discussion of Political Issues

Statements Grade 11 Grade 12 Average

WM Description WM Description WM Description
9. I agree that 3.31 Neutral 3.39 Neutral 3.35 Neutral
we are
losing
sovereignty
over the
West
Philippine
Sea.
10. I agree that 3.33 Neutral 3.49 Agree 3.41 Agree
the War on
Drugs is
violating
human
rights
11. I agree that 3.09 Neutral 3.25 Neutral 3.17 Neutral
the prices
imposed are
suitable for
both the
consumers
and the
producers
12. I agree that 3.36 Neutral 3.34 Neutral 3.35 Neutral
re-
implementin
g ROTC
would
enhance
youth
engagemen
t

26
13. I agree that 3.06 Neutral 3.22 Neutral 3.14 Neutral
pushing the
SOGIE Bill
is still in the
bounds of
the
Freedom of
Expression
14. I agree that 2.57 Disagree 2.66 Neutral 2.62 Neutral
the officials
in office
today are
suitable and
are
deserving of
their
positions
15. I agree that 3.39 Neutral 3.47 Agree 3.43 Agree
the
educational
system of
the
Philippines
is gradually
deterioratin
g causing
the
production
and
promotion
of
mediocrity
16. I agree that 3.49 Agree 3.55 Agree 3.52 Agree
due to the
growth of
foreign
investors,
local
businesses
tend to be
inferior and
eventually
close
17. I agree that 3.19 Neutral 3.33 Neutral 3.26 Neutral
those who
oppose the

27
 government’
s actions
should be
termed as
leftists and
treated as
rebels
18. I agree that 3.72 Agree 3.59 Agree 3.66 Agree
the country
is
continuousl
y passing
laws but
has a weak
implementat
ion acting
on them
Cumulative 3.33 Neutral 3.17 Neutral 3.25 Neutral
Mean

Table 5 reflects the weighted means of the respondents on the questions

that talked about their stand on the included political issues which is considered

as their involvement towards the discussion of the said issues. The great mean

for this table is 3.25 which falls under the neutral measurement which means

that the respondents does not have a clear stand on the mentioned issues even

though in the breakdown of these issues, the students have answered either

agree or disagree, but majority of their answers fall under the neutral scale. In

connection with this, the statements in which the students have answered mostly

neutral are those issues which are not really well-tackled but are well-advertised

in the masses. The said issues are the following: sovereignty over the West

Philippine Sea, Taxes, the re-implementation of the ROTC program in Senior

High School, their stand on the SOGIE bill, and their perception on those who

contradict the actions of the government.

28
 There might be a couple of reasons why these issues are divisive in terms

of stands leaving the respondents of this study unable to pick a side. These

reasons could constitute any, but not limited to the following: (1) Lack of

Information, (2) Spreading of Fake Information, and/or (3) the Bias in terms of

Political Journalism which is a powerful method of distributing information

concerning the said issues.

Morris (2017) have stated that bias has been present in media affecting

different parties, which could be a reason why there isn’t an objective perception

on the mentioned issues above.

Table 6. Knowledge of the Respondents by Strand on the Constitution

Statements HUMSS Non- HUMSS Average

WM Descriptio WM Description WM Description
n
1. I am aware 3.31 Neutral Unaware 2.83 Neutral
of the year
the
Constitution
was made
and its
proponents 2.35
2. I am aware 3.95 Aware Unaware 3.24 Neutral
of the four
elements of
the state 2.52
3. I am aware 4.05 Aware Neutral 3.68 Aware
of the type
of
government
the country
adapts 3.3
4. I am aware 3.71 Aware Neutral 3.34 Neutral
of the three
branches of
the
government 2.97

29
 together
with their
powers and
jurisdiction
5. I am aware 3.86 Aware Neutral 3.54 Aware
of the role
of families
and women
in nation-
building 3.21
6. I am aware 4.10 Aware Neutral 3.70 Aware
of the role
of the youth
in nation
building 3.29
7. I am aware 3.79 Aware Neutral 3.42 Aware
of the
proper
exercise of
one’s
freedom
and liberty 3.05
8. I am aware 4.00 Aware Neutral 3.59 Aware
of the
Freedoms
of Speech,
Religion,
and
Association
together
with its
limits and
specification
s 3.17
Cumulative Mean 3.85 Aware 2.98 Neutral 3.42

As presented on the table, only the students taking up the HUMSS strand have

fallen under the “Aware” measurement which means that they are knowledgeable

in terms of Constitutional Knowledge. This might be because the HUMSS strand

has subjects that tackle up this information which made them much more

30
informed than the rest of the strands. This is backed up by the Department of

Education’s subject offerings for the former mentioned strand that compose

subjects that highlight discussions on constitutional knowledge.

With that, not teaching the Constitution could lead to the naivety of the

people in their own country which could lead to bigger problems the people could

face, the people, especially the youth.

Table 7. Awareness and Engagement of the Respondents by Strand on the

Existence of Political Issues

Statement HUMSS Non-HUMSS Average

WM Description WM Description WM Description
9. I am aware 4.05 Aware Aware 3.85 Aware
of the
existence of
the issue
concerning
our
sovereignty
over the
West
Philippine
Sea. 3.64
10. I am aware 4.14 Aware Aware 3.97 Aware
of the
existence of
the issue
on the
continuing
war against
drugs of the
administrati
on 3.8
11. I am aware 3.85 Aware Aware 3.65 Aware
of the
existence of 3.45

31
 the issue
about the
economy
specifically
on the
different
taxes
12. I am aware 3.95 Aware Aware 3.79 Aware
of the
existence of
the issue
on the re-
implementa
tion of the
Reserved
Officer
Training
Corps
(ROTC) in
Senior High
School 3.62
13. I am aware 4.10 Aware Aware 3.83 Aware
of the issue
on the
controversi
al Sexual
Orientation
and Gender
Identity and
Equality Bill 3.55
Cumulative Aware Aware 3.80 Aware
Mean 4.02 3.57

Presented in the table above is the comparison between the awareness of

the students on the existence of current political and social issues. As seen, the

figures are relatively the same which means that the students almost the same

level of awareness on these issues. It can also be observed that all the

statements had weighted means that fell under “Aware” range, meaning they

have good knowledge that they are aware on these issues being included.

32
Table 8. Awareness and Engagement of the Respondents by Strand on the

Involvement in Discussion of Political Issues

Statements HUMSS Non-HUMSS Average

WM Description WM Description WM Description
14. I agree that 3.67 Agree Neutral 3.53 Agree
we are
losing
sovereignty
over the
West
Philippine
Sea. 3.39
15. I agree that 3.74 Agree Agree 3.62 Agree
the War on
Drugs is
violating
human
rights 3.49
16. I agree that 3.07 Agree Neutral 3.16 Neuteal
the prices
imposed
are suitable
for both the
consumers
and the
producers 3.25
17. I agree that 3.69 Agree Neutral 3.52 Agree
re-
implementin
g ROTC
would
enhance
youth
engagemen
t 3.34
18. I agree that 2.88 Neutral Neutral 3.05 Neutral
pushing the
SOGIE Bill
is still in the
bounds of
the 3.22

33
 Freedom of
Expression
19. I agree that 2.45 Disagree Neutral 2.56 Disagree
the officials
in office
today are
suitable
and are
deserving
of their
positions 2.66
20. I agree that 3.40 Agree Agree 3.44 Agree
the
educational
system of
the
Philippines
is gradually
deterioratin
g causing
the
production
and
promotion
of
mediocrity 3.47
21. I agree that 3.62 Agree Agree 3.59 Agree
due to the
growth of
foreign
investors,
local
businesses
tend to be
inferior and
eventually
close 3.55
22. I agree that 3.00 Neutral Neutral 3.17 Neutral
those who
oppose the
government
’s actions
should be
termed as
leftists and
treated as 3.33

34
 rebels
23. I agree that 3.88 Agree Agree 3.79 Agree
the country
is
continuousl
y passing
laws but
has a weak
implementa
tion acting
on them 3.69
Cumulative Neutral Neutral 3.34 Neutral
Mean 3.34 3.34

There are a lot of reasons as to why the weights only range from neutral to aware

scales, one reason could be the existence of conservatism and traditionalism in

the country specifically affecting the stand of the youth on issues such as the

ROTC re-implementation and the promotion of the SOGIE Bill. The Philippines

has been deemed as a conservative country overpowered by Roman Catholic

religion which opposes the promotion of the said sexuality bill and affecting the

perception and stand of the people towards the said issue. Traditionalism, on the

other hand, controls the mindset of the Filipinos towards the ROTC being an

outlet for bringing back discipline. The elders have said when this issue came out

that it is rightful for the program to be resurrected but with these statements

came disapproval from the opposing party. Raposas (2017), have stated reasons

on why the said program must not be implemented, and these reasons include

the lengthy time of choosing appropriate cadets to teach the subject, and the

claim that the ROTC isn’t the only way to serve the nation.

35
 With these type of articles, not only up to the discussion of the ROTC,

could make a valid reason on why the students do not have a clear stand on the

political issues the country is experiencing in the present.

Table 9. Significant Difference between Grade Levels in terms of

Awareness and Engagement

Computed Value df Critical Value (0.05)

2.91 2 4.30
Table 9 shows the computation for the significant difference between the

Grade 11 and 12 students in terms of their awareness on the existence of

political issues and their involvement towards the discussion of the mentioned

matters, the results have revealed that there is no significant difference between

the two grade levels in accord to the two areas, and this could be because the

two grade levels have subjects that could partially tackle the said issues such as

Understanding Culture, Society, and Politics which is a core subject in the said

department. Also, another reason why there is no significant difference between

the two grade levels is because of the accessibility of social media and its impact

on their views, which most of the students can access nowadays.

Table 10 Significant Difference between Strands in terms of Awareness

and Engagement between HUMSS and Non-HUMSS Students

Computed Value df Critical Value (0.05)

2.91 2 4.30

Table 10 shows the computation for the significant difference between the level

of awareness on the existence of political issues and the level of their

36
involvement in the discussion of the said matters which turned out to be with no

significant difference. This means that even though the HUMSS strand has

subjects that tackle on these issues, they are not guaranteed to have more

knowledge and involvement in terms of these issues. Another implication of this

result could be because of the lack of the dynamic teaching strategy and

opportunity such as a subject that purely tackle on these issues being imposed in

the said department leading to the no difference result of the T-test.

37
 CHAPTER III

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

Summary

The study is done in order to assess the level of political awareness,

involvement, and citizen participation of the Senior High School Students of Holy

Name University. The said research is aimed towards answering the question

that concerns the relationship between political awareness and involvement, and

the differences between grade levels and strand preferences. The researchers

used a quantitative type of research approach with a descriptive design and

chose the Senior High School students of Holy Name University as their

respondents and research environment. The researchers used three statistical

treatments to interpret the data gathered, the simple percentage, weighted mean

and Unpaired T-test. With the data gathered, the researchers were finally able to

interpret and gave the conclusion for the mentioned study.

Findings

In the conduct of the research, the researchers have found out : that the

Senior High School Students of Holy Name University are more aware than

involved in the matters happening in the society, also that the Humanities and

Social Sciences students have a slightly higher score compared to the students

who take up Accountancy, Business, and Management and Science,

Technology, Engineering, and Mathematics, another is that the Senior High

School students of Holy Name University are not really much involved in the

38
discussion of the political issues and finally that the Senior High School students

of Holy Name University are not really much aware towards the knowledge

concerning our justice system and our Constitution.

Conclusion

Using the data gathered by the researchers, they are able to conclude

that: the youth are not really aware of the knowledge concerning the Constitution

as reflected in the scores, also that the youth are not really involved in the

discussion of political issues. In addition, there is no significant difference on the

level of awareness and involvement between Grade 11 and Grade 12 students

nor between students who take up Humanities and Social Sciences and those

who take up Non- Humanities and Social Sciences strands.

Recommendations

With the information stated beforehand, the researchers would like to

recommend that there would be more researches in the future that would tackle

on the same topic but with a wider respondent scope (outside Holy Name

University, etc.) also, that there would be a more diverse questionnaire that

would discuss more issues in a deeper way. In addition, the researchers

recommend that there would be lessons that would purely tackle on the

importance on knowing the political issues in the society for the Senior High

School students of the said institution, also that there would be more activities

that would enhance the level of their involvement in the community and lastly,

that there would be an educational program that would serve as a Core Subject

39
in order allow the Senior High School Students to really involve themselves and

take control of the issues in their community which could be a subject that tackles

the Constitution, or giving a similar program like the National Training Service

Programs to the Senior High School that would bring out their greatest potential

in showing patriotism and nationalism in a just, peaceful, and intellectual manner.

40
BIBLIOGRAPHY

41
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HistoryPH. Retrieved from https://history-ph.blogspot.com/2017/02/rotc.html

Farris, A. (2017). Students’ Lack of Political Engagement Is Cause for

Concern, Author Says. Al Fan-ar Media. Retrieved from https://www.al-
fanarmedia.org/2017/12/students-lack-political-engagement-cause-concern-
author-says/

Boutrous, C. (2019). Four Benefits of Youth Political Participation. Global

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blog/2016/1/6/4-benefits-of-youth-political-participation

Wilcox D. (1998). Sherry Arnstein’s Ladder of Citizen Participation.

Partnerships Organization. Retrieved from
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Larson, D.W (2017), Social Identity Theory: Status and Identity in

International Relations. Oxford. Retrieved from
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01.0001/acrefore-9780190228637-e-290

Butteriss, C. (2012) “Ladder of Citizen Participation” by Sherry Arnstein

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GOVPH (2019) The Constitution of the Republic of the Philippines. Official

Gazette. Retrieved from https://www.officialgazette.gov.ph/constitutions/1987-
constitution/

Kadaga, R. (2016) Engagement of Youth for Future Political Leadership.

CPAHQ. Retrieved from

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http://www.cpahq.org/cpahq/cpadocs/Youth%20for%20Political%20Leadershi
p%20-%20The%20Parliamentarian%202016%20Issue%20Four.pdf

Suares, K.D (2014) More Filipinos against cha-cha, know little about
Constitution. Rappler. Retrieved from https://www.rappler.com/nation/70805-
pulse-asia-charter-change-survey-september-2014

Morris, L. (2017) The Effect of Media Bias on the Credibility of Political News.
Xavier Education . Retrieved from
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56_Morris.pdf

Lincoln Strategy (2017) The Importance of Youth Engagement in Politics.

Lincoln Strategy. Retrieved from https://lincoln-
strategy.com/2017/11/22/importance-youth-engagement-politics/

Liberty (2015) Why We Must Teach the US Constitution in Schools. In Search

of Liberty. Retrieved from https://www.insearchofliberty.com/why-we-must-
teach-the-us-constitution-in-schools/

No Author (2019) Discrimination Against Youth. Free Child Organization.

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Lemma, A. (2019) TIPS FOR PRESENTING DATA EFFECTIVELY.

Research Gate. Retrieved from
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a_likert_Scale/attachment/5ba3a5803843b006753a4a04/AS%3A6729340666
55237%401537451392758/download/presenting-likert-data-pdf.pdf

No Author (1995) Youth in Nation Building Act of 1995. National Youth

Commission. Retrieved from http://nyc.gov.ph/republic-act-8044/

Shamma, R. (2014) Youth Participation in Politics. Oxfam Retrieved from

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Smith, S. (2016) Lack of political awareness in millennial generation is scary.
Baylor Lariat. Retrieved from https://baylorlariat.com/2016/03/23/lack-of-
political-awareness-in-millennial-generation-is-scary/

Carter, S. (2001) The Public Participation Ladder 2001. Research Gate.

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Toole, T. (2020) , Explaining Young People’s Non-participation: Towards a

Fuller Understanding of the Political. University of Birmingham. Retrieved
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2fece39c9599.pdf

Today (2014) mportance of Youth in Politics. Today Gov. Retrieved from

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STUDIES:

Carver (2001) The Future of Participatory Approaches Using Geographic

Information: developing a research agenda for the 21st Century. Research
Gate. Retrieved from https://www.researchgate.net/figure/The-public-
participation-ladder-After-Arnstein-1969-Wiedemann-and-Femers-
1993_fig1_238728124

Custodio et al. (2016) Impact Evaluation of the NSTP in Promoting

Volunteerism towards Nation-Building . Philippine Normal University
Research Portal. Retrieved from
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Gabriel and Losabia (2015) AN ANALYSIS OF THE IMPACT OF

PARTICIPATION IN THE NATIONAL SERVICE TRAINING PROGRAM II.
Lyceum of the Philippines University Laguna. Retrieved from

44
http://lpulaguna.edu.ph/wp-content/uploads/2016/08/An-Analysis-Of-The-
Impact-Of-Participation-Inthe-Nstp-Ii.pdf

Onda, J.F (2019) A REVIEW ON THE POLITICAL AWARENESS OF

SENIOR HIGH SCHOOL STUDENTS OF ST. PAUL UNIVERSITY MANILA.
Academia. Retrieved from
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45
APPENDICES

46
 I. Transmittal/ Permission Letter

HOLY NAME UNIVERSITY

Janssen Heights, Dampas District 6300 Tagbilaran City, Bohol
Tel. Nos. (038) 501-7731; 235-3934
Fax No. (038) 501-0125
Website: http://mis.hnu.edu.ph

December 6, 2019

DR. PRISCIANO S. LEGITIMAS

Principal, Basic Education Department

Thru: MRS. GLADYS FLORA I. FLORETA, MA

Assistant Principal, Senior High School Department

Dear Dr. Legitimas,

Greetings!

We, the students of Grade 12- Humanities and Social Sciences (Mother Most Chaste) of
Holy Name University, are currently conducting a study entitled “POLITICAL
AWARENESS AND ENGAGEMENT OF STUDENTS” as a partial fulfillment to their
requirements for Research Project . The said study is done to assess on how much the
youth participates in the discussion and movements concerning political matters.

In order to know the scale of awareness of the Senior High School Students of Holy
Name University, the researchers are to conduct a survey that would assess their level
of political and constitutional knowledge and involvement in the community.

In connection with this, we would like to humbly ask for your permission to allow us in
conducting the said survey to the students. The survey would be an online questionnaire
that the researchers have formulated with themselves and would be given during the
convenient time of the students, for instance during lunch breaks and vacant periods if
they would not be given anything to do during those periods, this to avoid interruption of
classes and so that the researchers would be given ample time to collect the needed
data.

We are hoping for your positive response. Thank you and God Bless!

Sincerely yours, MISS JESSA MAE LINSAG (sgd)

Instructor, Research Project for the
KOBE ALLEN G. LOSEÑADA (sgd) Humanities and Social Science
Research Representative

NOTED BY:

47
II- Questionnaire

POLITICAL AWARENESS AND ENGAGEMENT OF STUDENTS

Greetings!

We, the students of Grade 12- Humanities and Social Sciences (Mother
Most Chaste) of Holy Name University, are currently conducting a study entitled
“POLITICAL AWARENESS AND ENGAGEMENT OF STUDENTS” as a partial
fulfillment to their requirements for Research Project. The said study is done to
assess on how much the youth participates in the discussion and movements
concerning political matters.

In order to know the scale of awareness of the Senior High School

Students of Holy Name University, the researchers are to conduct a survey that
would assess the level of political and constitutional knowledge and involvement
the Senior High Schools of Holy Name University possess, and the researchers
have chosen you as one of their respondents.

Please answer/rate the following questions as honestly and as truthfully as

possible. You can use the description as the basis for your answer/rating. The
researchers highly assure that the answers that you would put in this survey
would be extremely confidential and would only be used for the purpose of this
study.

Thank you and God Bless!

-The Researchers

Researchers:
DARUNDAY, Nicole Marie B.
LEORNAS, Desiree Ann M.
LOSENADA, Kobe Allen G.
TIMBAL, Marc Jay S.

48
------------------------------------------------------------------------------------------------------------
I- DEMOGRAPHIC PROFILE
A. What is your name? (Optional):
____________________________________
B. What grade level are you currently enrolled in? (Place a Check Mark)
( ) Grade 11 ( ) Grade 12
C. What strand are you taking up in Senior High School? (Place a Check
Mark)
( ) Accountancy, Business, and Management (ABM)
( ) Humanities and Social Sciences (HUMSS)
( ) Science, Technology, Engineering, and Mathematics (STEM)
II- MAIN SURVEY QUESTIONS
Instructions: Please answer/rate the following questions as honestly and as
truthfully as possible. You can use the description as the basis for your
answer/rating. The researchers highly assure that the answers that you would
put in this survey would be extremely confidential and would only be used for the
purpose of this study.

SCALE DESCRIPTION
1 Strongly Unaware/ Strongly Disagree
2 Unaware/ Disagree
3 Neutral
4 Aware/ Agree
5 Strongly Aware/ Strongly Agree

II-A. Assessing Knowledge on the Constitution

STATEMENT 1 2 3 4 5
1. I am aware of the year the Constitution was
made and its proponents
2. I am aware of the four elements of the state
3. I am aware of the type of government the
country adapts
4. I am aware of the three branches of the
government together with their powers and
jurisdiction
5. I am aware of the role of families and women in
nation-building
6. I am aware of the role of the youth in nation
building
7. I am aware of the proper exercise of one’s
freedom and liberty
8. I am aware of the Freedoms of Speech,
Religion, and Association together with its limits
and specifications

49
II- B. Assessing Awareness on the Existence of Political Issues
STATEMENT 1 2 3 4 5
9. I am aware of the existence of the issue
concerning our sovereignty over the West
Philippine Sea
10. I am aware of the existence of the issue on the
continuing war against drugs of the
administration
11. I am aware of the existence of the issue about
the economy specifically on the different taxes
12. I am aware of the existence of the issue on the
re-implementation of the Reserved Officer
Training Corps (ROTC) in Senior High School
13. I am aware of the issue on the controversial
Sexual Orientation and Gender Identity and
Equality Bill
II- C. Assessing Agreement/Involvement on the Political Issues
STATEMENT 1 2 3 4 5
14. I agree that we are losing sovereignty over the
West Philippine Sea.
15. I agree that the War on Drugs is violating
human rights
16. I agree that the prices imposed are suitable for
both the consumers and the producers
17. I agree that re-implementing ROTC would
enhance youth engagement
18. I agree that pushing the SOGIE Bill is still in the
bounds of the Freedom of Expression
19. I agree that the officials in office today are
suitable and are deserving of their positions
20. I agree that the educational system of the
Philippines is gradually deteriorating causing
the production and promotion of mediocrity
21. I agree that due to the growth of foreign
investors, local businesses tend to be inferior
and eventually close
22. I agree that those who oppose the
government’s actions should be termed as
leftists and treated as rebels
23. I agree that the country is continuously passing
laws but has a weak implementation acting on
them
END

50
III- Breakdown of Answers

OVERALL BREAKDOWN:

Statement 5 4 3 2 1 WM Description

1 Unaware
12 38 78 108 50 2.49
2 Neutral
30 42 84 81 49 2.73
3 Neutral
65 68 82 52 19 3.38
4 Neutral
44 57 96 56 33 3.08
5 Neutral
46 84 87 50 19 3.31
6 Aware
65 72 82 48 19 3.41
7 Neutral
27 79 109 49 22 3.14
8 Neutral
46 75 98 51 16 3.29
9 Aware
90 81 66 38 11 3.7
10 Aware
102 84 64 28 8 3.85
11 Aware
65 78 89 43 11 3.5
12 Aware
78 92 70 36 10 3.67
13 Agree
72 83 91 34 6 3.62
14 Neutral
42 92 89 40 23 3.31
15 Neutral
34 100 95 40 17 3.33
16 Neutral
24 63 129 55 15 3.09
17 Neutral
46 91 87 45 17 3.36
18 Neutral
24 72 113 50 27 3.06
19 Disagree
12 37 99 93 45 2.57
20 Neutral
46 75 112 42 9 3.39

51
 21 Agree
52 88 100 40 6 3.49
22 Neutral
27 75 120 52 12 3.19
23 Agree
79 91 79 31 6 3.72

GRADE 11:

Statement 5 4 3 2 1 WM Description

1 Unaware
4 16 36 69 18 2.43
2 Neutral
6 25 52 40 0 2.70
3 Neutral
22 45 48 23 5 3.39
4 Neutral
17 32 54 33 7 3.13
5 Neutral
15 44 59 18 7 3.29
6 Neutral
22 39 51 25 6 3.32
7 Neutral
14 44 58 20 7 3.27
8 Neutral
12 40 59 27 5 3.19
9 Aware
30 46 45 17 5 3.55
10 Aware
34 51 43 11 4 3.70
11 Aware
26 42 54 19 2 3.50
12 Aware
23 56 40 21 3 3.52
13 Agree
21 47 57 15 3 3.48
14 Neutral
19 46 55 18 5 3.39
15 Agree
17 54 55 16 1 3.49
16 Neutral
14 37 68 19 5 3.25
17 Neutral
10 58 52 16 7 3.34

52
 18 Neutral
10 48 58 18 9 3.22
19 Neutral
5 23 53 43 19 2.66
20 Agree
21 46 57 17 2 3.47
21 Agree
19 59 49 14 2 3.55
22 Neutral
7 53 67 12 4 3.33
23 Agree
30 45 51 14 3 3.59

GRADE 12:

Statement 5 4 3 2 1 WM Description

1 Unaware
8 22 42 39 32 2.55
2 Neutral
24 17 32 41 29 2.76
3 Neutral
43 23 34 29 14 3.38
4 Neutral
27 25 42 23 26 3.03
5 Neutral
31 40 28 32 1 3.32
6 Aware
43 33 31 23 13 3.49
7 Neutral
13 35 51 29 15 3.01
8 Aware
34 35 39 24 11 3.4
9 Aware
60 35 21 21 6 3.85
10 Aware
68 33 21 17 4 4.01
11 Aware
39 36 35 24 9 3.5
12 Aware
55 36 30 15 7 3.82
13 Agree
51 36 34 19 3 3.79
14 Neutral
23 46 34 22 18 3.24

53
 15 Neutral
17 46 40 24 16 3.17
16 Neutral
10 26 61 36 10 2.93
17 Neutral
36 33 35 29 10 3.39
18 Neutral
14 24 55 32 18 2.89
19 Disagree
7 14 46 50 26 2.48
20 Neutral
27 29 55 25 7 3.31
21 Agree
33 29 51 26 4 3.43
22 Neutral
20 22 53 40 8 3.04
23 Agree
49 46 28 17 3 3.85

HUMSS:

Statement 5 4 3 2 1 WM Description

1 7 11 14 8 2 3.31 Neutral

2 17 10 11 4 0 3.95 Aware

3 14 18 8 2 0 4.05 Aware

4 14 10 11 6 1 3.71 Aware

5 12 18 7 4 1 3.86 Aware

6 19 13 6 3 1 4.10 Aware

7 9 16 14 4 0 3.79 Aware

8 14 17 8 3 0 4.00 Aware

9 19 10 10 2 1 4.05 Aware

10 15 19 7 1 0 4.14 Aware

11 13 14 10 5 1 3.85 Aware

54
 12 17 12 7 6 0 3.95 Aware

13 18 12 10 2 0 4.10 Agree

14 12 14 8 6 2 3.67 Agree

15 9 16 14 3 0 3.74 Agree

16 3 10 19 7 3 3.07 Agree

17 10 18 7 5 2 3.69 Agree

18 1 10 18 9 4 2.88 Neutral

19 2 4 13 15 8 2.45 Disagree

20 10 8 14 9 1 3.40 Agree

21 13 6 18 4 1 3.62 Agree

22 2 11 17 9 3 3.00 Neutral

23 15 10 14 3 0 3.88 Aware

NON-HUMSS

Statement 5 4 3 2 1 WM Description

1 Unaware
5 27 64 100 48 2.35
2 Unaware
13 32 73 77 49 2.52
3 Neutral
53 50 74 50 19 3.3
4 Neutral
30 47 85 50 32 2.97
5 Neutral
34 66 80 46 18 3.21
6 Neutral
46 59 76 45 18 3.29
7 Neutral
18 64 95 45 22 3.05
8 Neutral
32 58 90 48 16 3.17

55
9 Aware
71 71 56 36 10 3.64
10 Aware
87 65 57 27 8 3.8
11 Aware
52 65 79 38 10 3.45
12 Aware
61 80 63 30 10 3.62
13 Agree
54 71 81 32 6 3.55
14 Neutral
30 78 81 34 21 3.25
15 Neutral
25 84 81 37 17 3.3
16 Neutral
21 53 110 48 12 3.09
17 Neutral
36 73 80 40 15 3.31
18 Neutral
23 62 95 41 23 3.09
19 Disagree
10 33 86 78 37 2.59
20 Neutral
38 67 98 33 8 3.39
21 Neutral
29 82 82 36 5 3.26
22 Neutral
25 64 103 43 9 3.22
23 Agree
64 81 65 28 6 3.69

56
CURRICULUM

VITAE

57
Personal Details

Name: Nicole Marie Betonio Darunday

Address: San Pascual, Ubay, Bohol

Date of Birth: September 21, 2001

Place of Birth: Tagbilaran City, Bohol

Nationality: Filipino

Sex: Female

Civil Status: Single

Religion: Roman Catholic

Email Address: [email protected]

Educational Background

Senior High School: Holy Name University

Junior High School: Ubay National Science High School

Elementary Education: San Pascual Elementary School

Motto: “Life is beautiful and it is worth living for.”

58
Personal Details

Name: Desiree Ann Mostajo Leornas

Address: Poblacion, Trinidad, Bohol

Date of Birth: February 9, 2002

Place of Birth: Tagbilaran City, Bohol

Nationality: Filipino

Sex: Female

Civil Status: Single

Religion: Roman Catholic

Email Address: [email protected]

Educational Background

Senior High School: Holy Name University

Junior High School: Blessed Trinity College

Elementary Education: Blessed Trinity Elementary School

59
Motto: “You don’t choose the life you’re given with,
but you chose the direction you want it to take.”

Personal Details

Name: Kobe Allen Guimbaleña Loseñada

Address: 0218- D4 JA Graham Avenue, Brgy. Booy,

Tagbilaran City, Bohol

Date of Birth: January 11, 2002

Place of Birth: Tagbilaran City, Bohol

Nationality: Filipino

Sex: Male

Civil Status: Status

Religion: Roman Catholic

Email Address: [email protected]

Educational Background

Senior High School: Holy Name University

Junior High School: Holy Name University

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Elementary Education: Holy Name
University

Motto: “Your biggest competition is yourself.”

Personal Details

Name: Marc Jay Siega Timbal

Address: Sawang, Guindulman, Bohol

Date of Birth: August 8, 2000

Place of Birth: Tagbilaran City, Bohol

Nationality: Filipino

Sex: Male

Civil Status: Single

Religion: Roman Catholic

Email Address: [email protected]

Educational Background

Senior High School: Holy Name University

Junior High School: Saint Mary Academy

61
Elementary Education: Guindulman Central Elementary School

Motto: “There’s nothing braver than being resilient in life.”

62