RESULTS OF THE SURVEY QUESTIONNAIRES FOR EXIT INTERVIEW

CONDUCTED TO GRADE SIX PUPILS SCHOOL YEARS 2018-2019 and 2019-2020

Introduction

Effective academic programs and other quality action plans are made possible through
systematic evaluation. Understanding the strengths and challenges of the program enables
administrators to prioritize goals, allocate resources, increase student satisfaction, influence
change and improve retention. One notable medium of assessment in the academe setting is the
exit interview.

Student surveys and exit interviews have been identified by organizations, various schools,
and colleges as useful instruments at the outset of assessment programming for assessing student
achievement and satisfaction. Questioning students during and near completion of academic
programs about the strengths and weaknesses of the program can help the SACS Guidance
Center query information for making curricular enhancements and recognizing program
problems. This profiled data may somehow be helpful in stimulating and improving programs
and services – its student body management, academic force personnel services, facilities and
academic curriculum (Stewart, Martin Jr, & Steedle, 2011).

SACS Guidance Center has conducted exit surveys and interviews for the past years and
offered services such as counseling to enhance the pupil’s self-awareness and assist them in
handling different kinds of problems; career guidance that assist the pupils in decision-making
and goal-setting that’s suitable to their knowledge; testing services to assess the pupil’s strength
and weaknesses, interests and problems; individual inventory, information service, referral and
follow-up to monitor the attendance and academic status of the pupils; and other services
extended to our stakeholders – administration, parents and employees in order to build a holistic
collaboration in achieving the school’s objectives.

The actual exit interview was always conducted to grade six pupils of St. Alphonsus
Catholic School towards the last quarter of the school year for the past years. However, based on
the foregoing assumptions, the researcher decided to use the survey and an actual exit interview
as tools and methodologies to be employed.

Objectives of the Study

The purpose of this study is to find out the plans of the graduating grade six pupils after
grade school, their significant learnings, and coping mechanisms, utilization of their earned
knowledge, skills and values, and identification of their personal views on pupils’ satisfaction. It
also aimed to determine the perception of the graduating students on the services and support
given by Academic and Non-Academic department. With the hope that their responses, views
and options may serve as a basis for the curriculum planning and development as well as
enhancement of the various support services of the school.

Methodology

This study used the descriptive research method. All the graduating pupils were given the
chance to complete the exit interview survey form through group guidance sessions with their
designated guidance counselor. Data yielded were checked, tallied and tabulated for purposes of
analysis and curriculum interpretation. For in-depth assessment, the Guidance Counselor had
actually conducted interviews in the said population.

Results and Discussion

The succeeding tables present the summary of the perceptions of Grade 6 pupils on the extent
of the different services rendered to them by the school.

Where do you want to study in high school? Frequency (f) Percentage (%)
St. Alphonsus Catholic School (SACS) 120 69%
Lapu-lapu City Public High Schools 20 11%
University of Cebu 7 4%
University of San Carlos 7 4%
Science and Technology Education Center 3 2%
Provincial Schools 5 3%
Abroad 5 3%
Undecided 8 5%
Total 175 100%
Table 1.1 Chosen School for High School (2018-2019)

Where do you want to study in high school? Frequency (f) Percentage (%)
St. Alphonsus Catholic School (SACS) 123 68%
Lapu-lapu City Public High Schools 22 12%
University of Cebu 7 4%
University of San Carlos 5 3%
Science and Technology Education Center 5 3%
Provincial Schools 6 3%
Abroad 3 2%
Undecided 9 5%
Total 180 100%
Table 1.1 Chosen School for High School (2019-2020)

The results of the exit interview survey and actual interviews with grade six pupils reveal
that majority of the pupils, specifically 69% (SY 2018-2019) and 68% (SY 2019-2020) of the
population, are coming back to pursue their high school years in St. Alphonsus Catholic School
(SACS). The pupils and their parents consistently believed and trusted the quality and excellence
of Catholic education that SACS had provided throughout the years. Next to SACS, 20% (SY
2018-2019) and 22% (2019-2020) of the population divulged that they are going to enroll in a
public school within Lapu-Lapu. Most of their reasons include financial problems and also
convenience in terms of proximity and school rules. Moreover, pupils with good academic
standing opt to go to science high school in order to receive benefits from being public scholars.
Others said they’re going to pursue high school in nearby universities, provincial schools and
even abroad. Few others have undecided answers since they still are uncertain of their parents’
plans for the incoming years.

What are your reason/s for staying in SACS? Frequency (f) Percentage (%)
Parents’ decision 85 71%
The school’s proximity is convenient 8 7%
Parents are alumni 6 5%
Siblings are enrolled in SACS 11 9%
Reasonable tuition fee 2 2%
Quality education 4 3%
Friends are enrolled in SACS 2 2%
Undecided 2 2%
Total 120 100%
Table 1.2. Reasons for Choosing to Stay in SACS (2018-2019)

What are your reason/s for staying in SACS? Frequency (f) Percentage (%)
Parents’ decision 95 58%
The school’s proximity is convenient 17 10%
Parents are alumni 11 7%
Siblings are enrolled in SACS 16 10%
Reasonable tuition fee 4 2%
Quality education 13 8%
Friends are enrolled in SACS 5 3%
Undecided 2 2%
Total 164 100%
Table 1.2. Reasons for Choosing to Stay in SACS (2019-2020)

What are your reason/s for choosing to transfer? Frequency (f) Percentage (%)
Parents’ decision 22 40%
Financial reasons 13 24%
Offered a scholarship in other school 3 5%
Prefer a new school environment 7 13%
Sibling/s is/are enrolled in other school 2 4%
Transfer of residence 5 9%
School is too strict 3 5%
Total 55 100%
Table 1.3 Reasons for Choosing to Transfer (2018-2019)

What are your reason/s for choosing to transfer? Frequency (f) Percentage (%)
Parents’ decision 4 25%
 Financial reasons 3 19%
Offered a scholarship in other school 2 13%
Prefer a new school environment 3 19%
Sibling/s is/are enrolled in other school 1 6%
Transfer of residence 2 13%
School is too strict 1 6%
Total 16 100%
Table 1.3 Reasons for Choosing to Transfer (2019-2020)

As stated in table 1.1, majority of the pupils decided to stay in SACS for high school for two
consecutive years and they have their reasons for staying in this institution. One of the major
reasons for their stay is due to their parent’s decision. Being in an age where they are not yet
capable of working for their own survival, most adolescents are still financially dependent with
their parents or sponsors. That being said, their ability to make big decisions such as enrolling in
high school would always depend on their parents’ decision. One’s decision is casually
dependent on their income and circumstance. Moreover, it was being divulged through the exit
interviews that their parents decided for them to pursue their high school in SACS because of the
affordability of the tuition fee and convenience the school has offered.

Similarly, 25% of those outgoing pupils said that it’s their parents’ decision not to stay in
SACS. Most of their given reasons are due to financial reasons. Parents would always weigh
their decisions according to their income, in which some pupils divulged through interview that
their parents no longer consider SACS’ tuition fee as practical. Others wanted to venture new
environment and some were given a varsity scholarship in big universities. Few pupils disclosed
as well that they will no longer stay in SACS because their family decided to move out to other
place.

What significant learnings have you gained in SACS? Frequency (f) Percentage (%)
Ora et Labora 35 20%
I learned to be responsible and organized 30 17%
I learned to be respectful 26 15%
I learned how to be open-minded and non-judgmental 18 10%
I learned the essence of good communication 16 9%
I learned how to value time and friends 26 15%
I learned to be patient at all times 9 5%
I learned how to work effectively with my classmates 13 7%
I learned to appreciate and be grateful 14 8%
I learned to observe proper behavior at all times 17 10%
I learned to be prayerful and spiritual 28 16%
Table 2. Significant Learnings Gained in SACS (2018-2019)

What significant learnings have you gained in SACS? Frequency (f) Percentage (%)
Ora et Labora 42 23%
I learned to be responsible and organized 29 16%
I learned to be respectful 23 13%
I learned how to be open-minded and non-judgmental 17 9%
I learned the essence of good communication 13 7%
I learned how to value time and friends 22 12%
I learned to be patient at all times 11 6%
I learned how to work effectively with my classmates 11 6%
 I learned to appreciate and be grateful 10 6%
I learned to observe proper behavior at all times 17 9%
I learned to be prayerful and spiritual 27 15%
Table 2. Significant Learnings Gained in SACS (2019-2020)

The common answer of most respondents is ORA ET LABORA on what they consider to be
significant learning that they have gained from their years of stay in SACS. The Benedictine
spirituality which literally translates “pray and work” taught them to persevere in difficult times
by doing their best and by praying. For almost a century, the Benedictine sisters have been
putting efforts to impart St. Benedict’s humble ways to the Alphonsian community which
explains why “Ora et labora” has constantly remained an Alphonsian flagship up to this day.
Aside from Ora et Labora, most pupils said that they learned how to be responsible and
organized through the tasks given by the teachers that fosters their independence and self-help.
Other significant learnings gained in SACS include being prayerful, respectful, open-minded,
non-judgmental and knows how to value time and friends. SACS is known to instill good values
among its pupils over the years so it’s no wonder why pupils are able to share a lot of values they
have chosen to live by.

What school activities helped you with your

Frequency (f) Percentage (%)
personal growth and development?

Recollection 98 56%
Culminating Activities 14 8%
Community Involvement Program 66 38%
Observation Study Tour 53 30%
SACS Day 7 4%
Church Activities 5 3%
Interschool Competitions 42 24%
Within School Competitions 8 5%
Christmas Party 16 9%
Family Day 8 5%
Valentine’s Day Fundraising Activities 19 11%
Pupil Council Activities 11 6%
Table 3. School Activities that Helped with Personal Growth and Development (2018-2019)

What school activities helped you with your

Frequency (f) Percentage (%)
personal growth and development?

Recollection 109 61
Culminating Activities 13 7
Community Involvement Program 63 35
Observation Study Tour 53 29
SACS Day 8 4
Church Activities 7 4
Interschool Competitions 35 19
Within School Competitions 10 6
Christmas Party 15 8
Family Day 7 4
Valentine’s Day Fundraising Activities 15 8
Pupil Council Activities 9 5
Table 3. School Activities that Helped with Personal Growth and Development (2019-2020)
 Although all school activities aim to help the pupil’s academic standing and well-being,
however, pupils perceive their helpfulness differently. Most pupils may see their importance on a
different level. Results revealed that for two consecutive years, majority of the population agreed
that recollection has helped them grow personally and spiritually. According to them,
recollection allows them to get closer to God and to improve their personal relationships with
their classmates. Next to recollection, most pupils have also agreed that Community Involvement
Program (CIP) molds them to become acting Alphonsians. Through CIP, they were taught to
impart their blessings to the less fortunate and the underprivileged; may it be in physical,
emotional or spiritual form. These activities proved to be vital in actualizing the school’s vision-
mission specifically in transforming pupils to be responsive to the needs of the community.
Other activities that they also perceived to be helpful includes observational study tour,
interschool and within school competitions, Christmas party, Valentine ’s Day fundraising
activities, culminating activities, SACS day, church activities and pupil council activities.

What activities proved to be fun and enjoyable? Frequency (f) Percentage (%)

Recollection 33 19%
Culminating Activities 27 15%
Community Involvement Program 34 19%
Observation Study Tour 101 58%
SACS Day 59 34%
Church Activities 5 3%
Interschool Competitions 18 10%
Within School Competitions 6 3%
Christmas Party 50 29%
Family Day 20 11%
Valentine’s Day Fundraising Activities 51 29%
Pupil Council Activities 9 5%
Table 4. School Activities Proved to be Fun and Enjoyable (2018-2019)

What activities proved to be fun and enjoyable? Frequency (f) Percentage (%)

Recollection 33 18%
Culminating Activities 27 15%
Community Involvement Program 34 19%
Observation Study Tour 101 56%
SACS Day 59 33%
Church Activities 5 3%
Interschool Competitions 18 10%
Within School Competitions 6 3%
Christmas Party 50 28%
Family Day 20 11%
Valentine’s Day Fundraising Activities 51 25%
Pupil Council Activities 9 5%
Table 4. School Activities Proved to be Fun and Enjoyable (2019-2020)
 School activities need not be stale and boring. Although activities are usually tailored to
target specific objectives, however, one must consider the fact that a school is composed of
pupils of various cultures, intelligence levels, family backgrounds and personalities (Joy, 2018).
So administrators, Guidance personnel, teachers and other persons involved in developing a
program must always take it a challenge to come up with activities that would turn out to be
meaningful yet fun on the learner’s end.

When asked about the activities that proved to be fun and enjoyable, majority said that
Observational Study Tour tops the list. Getting away from school in a day is always exciting for
learners and gives them an opportunity to spend time with each other in a new environment.
Being in the four walls of the classroom the entire school year may dread them from learning,
thus hinders their skill to think creatively. An outdoor setting may be perceived as a helpful
variable for their experiential learning. Aside from their yearly OST, 34% (SY 2018-2019) and
33% (SY 2019-2020) of the population find SACS day fun. A yearly festivity filled with colors
and smiles in honor of the school’s patron saint, it’s no longer surprising that pupils view this
annual experience as enjoyable. From props making to actual field demonstrations, Alphonsians
have grown to enjoy this yearly tradition. Christmas parties, family days, Valentine’s Day
celebrations and the likes have also been highly preferred to be fun among the pupils.

What was the greatest problem you have encountered

Frequency (f) Percentage (%)
in SACS?

Signing of Clearance 109 62%

Friendship Conflicts/Misunderstanding 51 29%
Low/Failing Grades 30 17%
Dealing attitude issues of classmates 18 10%
Destructive criticisms from classmates 13 7%
Misjudged by classmates/batch mates 23 13%
Demanding homework, activities and projects 43 25%
Dealing with lazy groupmates 11 6%
Strict, Inconsiderate & Insensitive Teachers (in terms 6 3%
of projects and deadline)
Lacks confidence in expressing potentials 40 23%
The school rules/policies is too strict and conservative 35 20%
Accused of misbehaving and/or violating rules 15 9%
Saturday classes 4 2%
Short recess break (oftentimes no more recess due to 9 5%
impending activities)
School facilities are insufficient 11 6%
Table 5. Problems Encountered in SACS (2018-2019)

What was the greatest problem you have encountered

Frequency (f) Percentage (%)
in SACS?

Signing of Clearance 124 69%

 Friendship Conflicts/Misunderstanding 39 22%
Low/Failing Grades 33 18%
Dealing attitude issues of classmates 13 7%
Destructive criticisms from classmates 22 12%
Misjudged by classmates/batch mates 23 13%
Demanding homework, activities and projects 42 23%
Dealing with lazy groupmates 12 7%
Strict, Inconsiderate & Insensitive Teachers (in terms
7 4%
of projects and deadline)
Lacks confidence in expressing potentials 28 16%
The school rules/policies is too strict and conservative 31 17%
Accused of misbehaving and/or violating rules 18 10%
Saturday classes 3 2%
Short recess break (oftentimes no more recess due to
15 8%
impending activities)
School facilities are insufficient 11 6%
Table 5. Problems Encountered in SACS (2019-2020)

Based from the results shown in the preceding tables (table 5), most pupils commonly agree
that signing of clearance is their number one problem in SACS. Through exit interviews, it was
found out that pupils see signing of clearance as their burden every year most especially if they
were given only a limited number of time to accomplish all their requirements. It was also
observed that those pupils who are not prompt in submitting their output and does not know how
to organize their files were the ones most likely to suffer during signing of clearance. Although
signing of clearance may be deemed as a burden to most pupils, however it actually teaches
pupils to start being responsible and less dependent at such an early age. Aside from signing of
clearance, most 6th graders perceived friendship conflicts/misunderstanding as a common issue.
Moreover, friendships in this age group are prevalent since it helps them understand that they are
not alone. As a result, they recognize that others feel the same emotions, insecurities, fears, and
anxieties. Therefore, they realize that their feelings are normal and conflicts may always be
common. Just like any other educational institutions children are bothered of bullying in all
forms; may it be verbal, physical or cyber. But over the years, the issue of bullying has gradually
decreased as pupils have started to learn the difference between teasing and actual bullying.
Other weaknesses divulged are failure to maintain good grades, gossiping, competition both in
academic and extra-curricular activities, being left out, problems with teachers, too much
schoolwork to do and time management to balance school and play.

CONCLUSIONS

In collective insight, majority of the pupils are coming back to SACS because they
trusted the school in providing them excellent Catholic education. Parents are mostly an alumni
of this institution and wanted to imbibe the Benedictine way of educating people. However, few
pupils opt to transfer in high school due to some valid reasons such as financial reasons and the
likes.
 The most significant learning they have gained from the school are “ORA ET LABORA
and being a responsible Alphonsian” with the spirit of being compassionate as introduced by the
FDNSC sisters. This would mean that pupils have embedded the Benedictine and Our Lady of
Sacred Heart values that these Sisters have modeled throughout their stay here in SACS. Aside
from this, they learned how to stand up for themselves and be a resilient kids as most of them are
children of OFW families with the help of prayer, love of the family, and kind teachers to guide
them with all the challenges they braced up in this school year.

Socio-emotional concerns such as conflicts, misunderstanding and bullying in any other

forms constantly remain as problems they faced yet it was still resolve with the intervention of
the Adviser, Pupils of Discipline and Formation, Principal Guidance Staff and Parents
involvement. Aware of their low academic performance they resort to make their assignments
and projects and fine time to study more. To contend with, the Guidance Personnel have
consistently made efforts in addressing the pupils’ need for good study habits through Group
Guidance sessions and counseling. Varied fun school activities have made the Alphonsian
resilient and competitive in school and even in the outside walls of SACS. Despite of problems
encountered they continue to hope for the best, be generous, grateful and socially aware,
persevere and endure any obstacles and hardships met in grade school life. These are the core
values that they want to spread all over the world. To be able to make a difference and become
responsible stewards.

With regards to the school activities they had participated and that mold them to grow
and develop their potentials, character and personalities. Recollection and Community
Involvement Program (CIP) served as avenues for personal growth and development that helped
them developed personally, emotionally, spiritually and socially by providing services in the
poor sector of the community. They also opted sport activities that provided them the
opportunity to grow and develop their talents, abilities, social skills and sportsmanship.

In order to improve the various services of the school, the comments and suggestions of
the pupils were also gleaned from the survey. Specifically, for the canteen, they suggested to
maintain reasonable prices, cleanliness and queuing lines must be observed properly. For the
clinic extra staff must be visible and the provision of medicines while the library must have WIFI
zone and extension of extra time to serve more the grade school population. For them AVR must
be spacious. Commonly, the children have positive comments to guidance center services.
Overall suggestion made was to maintain the cleanliness of comfort rooms and provisions of
lockers for convenience sake.