UNAVAILABILITY OF BOOKS AS REFERENCE MATERIALS AND THE ACADEMIC

PERFORMANCE OF SENIOR HIGHSCHOOL STUDENTS

An Action Research presented to the faculty

of the High School Department
SAN PEDRO COLLEGE, INC.
Davao City

In partial fulfillment of the requirements of

Action Research 10

CHARIE ALAGAD
DIANNE INCIPIDO
JORJETT VILLACORTE
RAYMAR DUMALAURON
KYLE MANCIBA
ERIEL CHANG
WELDY RAMOS

MARCH 7, 2018
 ACKNOWLEDGEMENT

The researchers would like to thank those people who have contributed to make
the study possible.

Mrs. Nenen Ganzon, Mrs. Maria Theresa Reyes, MTII, and Mrs. Janine C. Abrea
for validating our questionnaires. Thank you for helping the researchers improve their
questionnaires and giving them ideas on how to improve their papers.

Thank you Mrs. Mary Flor Canada, Mr. Al James Sugano, and Ms. Hasmin
Macatabang for guiding the researchers on how to conduct the study properly and
appropriately.

Appreciation to those respondents covered by the study and to their parents

who allowed them to participate on the study.

The researchers would also like to thank the families of each member for
giving their support to their children on conducting the study.

Above all, the researchers would like to thank Almighty God, who sustain
the researchers knowledge to conduct the study and for giving them strength to continue
what they have started and made the study possible.
ABSTRACT
 TABLE OF CONTENTS

Page
Title page……………………………………………………………………………………. i
Acknowledgement………………………………………………………………………..... ii
Abstract……………………………………………………………………………………… iii
Table of Contents…………………………………………………………………………... iv
List of Tables………………………………………………………………………………... v
List of Figure ………………………………………………………………………………... vi

CHAPTERS

I INTRODUCTION
Introduction 1
Background of the Study 2
Significance of the Study 3
Statement of the Problem 3
Hypotheses 3
Scope and Limitations 4
Conceptual Framework 5
Theoretical Framework 6
Definition of Terms 6

II REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature 7
8
9
10
11
Review of Related Studies 12
13
14
15
16

III METHODOLOGY
Research Design 17
Research Participants 17
Research Instruments 18
Data Gathering Procedures 18
Data Analysis
 Ethical and Legal Considerations 19
20
21

IV RESULTS AND DISCUSSIONS

V SUMMARY, CONCLUSION, AND RECOMMENDATION
LIST OF TABLES
LIST OF FIGURES
 CHAPTER I
THE INTRODUCTION

Unavailability of Books as Reference Materials and the Academic Performance of

Senior High School Students. The unavailability of reference materials will have an
outcome of how the students respond to this situation. Their academic performance will
be the reflection of how they respond to this regard. This may result to a lower GPA or
higher GPA.

Based on the research, Senior High School (SHS) refers to grade 11 and 12, the
last two years of the K to 12 Basic Education Program. In SHS, students are required to
go through a core curriculum and subjects under a track of their choice. Senior High
School is half preparation for college and half review of the past lessons you had in your
Junior High School.

The Senior High School Curriculum, as part of the K to 12 Program according to

the additional information from the internet, aims to produce graduates who have the
following characteristics; Holistically developed, Equipped with 21st century skills and
Prepared for the future. By establishing an effective Senior High School, it is ensuring
that learners benefit from an education system suited for the 21st century, are prepared
for what they want to be after high school, and are equipped with the knowledge and skills
to pursue better lives for themselves, their families and communities.

According to Wikipedia, the history of books starts with the development of writing,
and various other inventions such as paper and printing, and continues through to the
modern day business of book printing. Since then, it is used for research references, for
definitions and guidance for studying.

The main objective of this research is to shed light on the effects on senior high
school’s academics of having no books as their reference material. This study also aims
to know the perception of students in this specific and common problem. Through further
process of this research, we aim to have possible alternatives or solutions in order to omit
this problem. This research is hence conducted to determine the possible solutions and
effects on Senior high school students having no books.

1
Background of the Study

Locally. According to DepEd, The Davao Region officials headed by Atty. Alberto T.
Escobarte were in full force in the K to 12 Caravan Cum Forum conducted in different
divisions. Based on studies, here in Mindanao, books are lacking especially in Rural areas
like in provinces and one of the main effects is having low academic performances. It is
said that senior high school are not to be provided with books but handouts and their own
researches only, to have them guided specifically in San Pedro College.

Nationally. A recent change in the Philippines’ educational system was implemented

starting in 2011 which we call the Kto12.The influence of new technologies is the culprit.
Parents must teach their children the value of developing a reading habit at an early age,
said Joyce Valdizno from Bulacan. Currently, reading among the Filipinos has not
changed much— if anything, it has been declining throughout the years. A study made in
2003 by The National Book Development Board (NBDB), an agency of the government
responsible for the publishing industry in the Philippines, in collaboration with Intellectual
Property Office of the Philippines, have found that 90% of Filipinos do read. However, as
the years went by, the rate of Filipino readers kept declining. In relation to the study,
having no books in Senior High school department, specifically in San Pedro college,
would also, as if, rooting for Filipinos to stop reading.

Internationally, there are lot of problems in education all around the world, and some
would be books and poverty. Here we have an example: South Africa's minister for
education, Angie Motshekga, has every reason to worry about standards in her country's
schools. You can see one book being shared by 3-5 students. In four of the nine
provinces, more than 213,000 students recently failed to pass their school leaving
examinations.

In relating this to our study, if students in South Africa are to have one book shared by
maximum of 5 students, what more having no books at all.

2
Statement of the problem

This study aims to provide answer to the problem stated below:

1.) Is there a significant effect of unavailability of books as reference materials in the

academic performance of Senior High school students?

Hypothesis

The researchers came up with hypotheses which are stated below:

𝐻0 The unavailability of books as reference materials lower the academic performance

of Senior High school students.

𝐻1 The unavailability of books as reference materials does not affect the academic
performance of Senior High school Students.

Significance of the Study

The research conducted signifies effects of the study to students, teachers, school
administrators, and parents.

Students. This study provides the effects of the unavailability of books as reference
materials to their academic performance. The students will benefit the effect of the
possible methods that may formulate from the study to solve the problem.

Teachers. This research contain the problem and the visibility of its effects that will
lead them to new ideas and concepts of effective teaching.

School Administrators. Identifying the problem and effects to students will provide
the school administrators, one of the benefactors, ideas of what is lacking and the

3
potential weaknesses of the curriculum that the school have implemented.

Parents. The effectivity pf teaching techniques and curriculum of the school will
provide parents an assurance of quality education of their children.
The research is also significant in creating ways to better atmosphere of cognitive learning
that is needed for educational development.

Limitations and Delimitations

This research covers identifying the effects of the absence of books as a reference
material towards Senior High school Students of San Pedro College - Basic Education
Department. It is primarily focused on the impact of the absence of reference material to
the academic performance of students and does not cover other factors that affect the
academic performance of students.

This research limits itself to only 2 sections grade 11 students and 2 students of
grade 12 students, our treatment variable, of San Pedro College - Basic Education
Department, Ulas campus. The study only covers the school year 2017-2018 and does
not go further.

4
Conceptual Framework

Independent Variable Dependent Variable

Unavailability of books as Reference Academic Performance of the Senior

Material High School Students

Figure 1. Conceptual Framework of the Study

The figure 1., shows the conceptual framework of the study. The first variable is
the Independent Variable and the second variable is the dependent one. The framework
shows the relationship between the independent and the dependent variable; the
unavailability of books as reference material therefore has a significant effect on the
academic performance of the senior high school students.

5
Theoretical Framework

Unavailability of books as Reference Academic Performance of the Students

Material

Figure 2.0 The Theoretical Framework Paradigm (Kumar, 2007)

According to the study of Sandeep Kumar, that there is a fundamental connection

between the unavailability of books as reference material and the academic performance
of the students. He stated that books always improve our standard of living. Thus, this
also remove our ignorance, enrich our experience, sharpen our intellect, and add to our
knowledge. In other words, reference materials are needed in an analyzing new topics
and researching for better understanding. The study of Kumar, supports this research on
the correlation of unavailability of books as reference material and academic performance
of the students.

Definition of terms

Unavailability of Books as Reference Materials. Absence of books as a learning material

Academic Performance. The first semester grades of senior high school students

6
 CHAPTER II

THE REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Related Literature

Oxford Bibliographies (2014) states that an academic performance shows how

much a student accomplished his/her goals in instructional environments, especially in
school, college, and university. It shows how much a student is performing in a subject
and how much he/she understands the lessons given. It is also a way of telling if the
person is capable of advancing to the next grade level or must be retained.

The book Science Teaching in Schools (2010) states that teacher’s main job lies
to teach, and since not every person is alike, the teaching method is governed by the
following factors: environment, teacher, and pupil/student. It was advised for teachers to
try different teaching methods to suit a student’s need.

The Conversation (2015) has mentioned how important textbooks are in

education. According to them, books are special. It lives longer than a person. It does not
require technology when someone decides to read at night and anyone can read it in any
language it is written. The only maintenance it requires is a strip of adhesive tape.

The book Science Teaching in Schools (2010) states that the educational
curriculum must cater to the needs for the overall development. A curriculum contains all
the necessary educative experiences a child from different age groups must learn to fit in
the society. Not only does it include the lesson guidelines, but also the teaching materials.

The author Balasubramanian G (2015) has said that, books empower one’s
understanding, discovery, and knowledge. He said that books are like “an aricrafts
runway” towards greater minds. Taking away textbooks when learning is like killing
whatever curiosity one has. Even with this claim, with the increase in technology, one
should learn according how one wants to learn.

Author Tony Read (2015) has also said, although student achievement has
remain positive in Sub-Saharan Africa, for textbooks to remain effective, they must be

7
available and widely used. Since textbook contribute to academic success, low
investment on teaching materials will have an impact to one’s achievement. Lower
primary levels should also be given textbooks as early literacy achievement is a priority.
According to Education Research International Volume 2017 (2017, page 1),
motivation is the key to academic success. The external and internal factors for motivation
stimulates one’s desires to do great. Dornyei said that motivation is what drives people to
continue what they’re doing.

The book Science Teaching in Schools (2010) states that when students are
motivated, they are more likely to be interested in academic achievement as they will put
value and effort in their works. According to research, self-efficient students tend to accept
failure, develop strategies, solve problems, and work again.

The book Science Teaching In Schools (2010) states that since our books are
written in a traditional way, a well sequenced order of lessons would be of great help to
subject teachers. Also, if materials provided activities for the students, the students would
have opportunities to experiment.

Felvegi, Emese; Matthew, Kathryn I., Computers in the Schools, (2012). In this
article, the use of eBooks as learning references were examined. It was said that students
were required to know how technology works in order to read, therefore, had a profound
impact on the pedagogy.

Block, Robert M., PRIMUS, (2012). A review of literature says that having open-
books during tests reduces anxiety. They studied the Math 300 Statistics course which
has open-book exams and close-book exams with notecards. The results showed that
students enjoyed the course while having deeper understanding.

The Importance of Literacy and Books in Children's Development, Denise

von Stockar, (2015). Stockar states that, children’s books are amazingly diverse as it
relays information in many different ways. There are books that talk about the life of
children, about another person, about another world, another culture, etc. Because

8
children tend to have a hard time distinguishing messages from books, it was suggested
to have different genres so they will learn to use them.

David K. Dickinson (2012). Dickinson states that, because lamguage

is the center for human development, kids as early as preschool should read and be read
to. It was also said that, due to environmental factors determining the speed and ultimate
success in reading, children who come from poor families tend to have limited education
and have difficulties in reading.

Sandeep Kumar (2017). Kumar states that, good books helps improve our
standard of living. They add intelligence and give answers to hard questions we all have.
Good books are our friends that supports us throughout every problem we encounter
while we are living. They give us inspiration to work hard, be courageous, and removes
ignorance. The bad books, on the other hand, should be avoided as they contradict they
goodness good books bring.

Vijay Shamra (2016). Shamra then states that, books enhance the creativity and
clarity in the student’s minds. Through books, we can see our past, present, and future.
We can imagine a much better future while reading. We can address current global issues
while reading. Our past is examined before, during, and after we read books. Books do
not die and will live until the end of the world. It helps us focus as books helps us become
focused on our lives and career goals whenever we read.

Abie Giles (2010). Giles states that, reading books can empower your brain and
diminish (or lessen) the chances of getting mental diseases such as Alzheimer’s or
Dementia. The more you use your brain, the less likely it will lose its power. Even though
there are some games (such as puzzles) that exercise the brain, one should never forget
books.

Isaac Asimov (2013). Asimov then stated that, books are the only things that can
knowledge to our brains. When we read, we go to another place or a made up universe,
especially if your imagination is very active. Without reading, we won’t be able to be as
intellectual as we are today.

9
 Annanya Johari (2015). Johari stated that, when we open books, are teleport to a
different world. We go inside the mind of the author and meet people we never met and
might never meet.

Steve Johnson (2016). Johnson stated that, books exercise our minds. The more we
read, the more information we learn. We start to see and understand things differently
and are always part of our journey when growing up. We start from story books, and
proceed to educational.

Celac (2012). Celac stated that, books helps us understand whatever issues we
have in this world. That knowledge would help us enrich our lives. Books contain our
world’s history and although the internet contains a vast amount of our history, not
everything is written there.

Becky Lyn (2014). Lyn stated that, reading helps one part of our brain connect with
another side. We become understanding of a person’s emotions and choices.

Pawan Srivastav (2013). Srivastav then stated in his essay that, one should read
the classics of literature, and by classics, we mean those who are well known to all. When
read first, it will make the reader be satisfied with whatever they are reading.

Bejoy Peter (2016). Peter then stated in his speech that books gives us knowledge
and that technology only improved our connections to different sources of knowledge.
Books exposes us to cultures and languages, which is why there are some libraries with
ancient manuscripts to help us connect with our roots.

Pavnesh Pratap Singh (2013). Singh stated that, books are immortal. Even if the
author/playwright died, their products remain forever. Books are also our teachers as they
guide us when we do not know what to do.

Igwa (2009). Igwa stated that, research works will not be complete without
examining relevant research materials. Almanacs and encyclopedia provide direct
information while bibliographies and indexes lead the users to the information.

10
 Kwesiga (2010). Kwesiga stated that since the academic performance of the student
is affected by the school he/she studies in, the school’s facilities would greatly impact the
quality of education.

Nwogu and Obiagwu (2012). Nwogu and Obiagwu stated that “reference materials
are gold mines of knowledge.”

Sentamu (2014). Sentamu argued that, schools influence the academic

performances of their students as they can influence the teachers and their teaching
abilities and the education they are giving out.

Denise von Stockar (2007). Stockar stated that, children’s books are diverse and
caters to different readers. Some children’s books would give us knowledge. Some would
take us to places, and some would give problems to solutions.

Nikhil Mehta (2015). Mehta stated that, books are our friends. They give us joy and
take us to imaginary words. Along with that, they also give us knowledge that would
remove our ignorance.

11
Related Studies

Lack Of Materials Hinders Student Success (2015). According to Julia Taboh by the
Global Partnership for Education, education is one of the most important investments for
a country to secure the future of its people. The government and many people in positions
of power stresses the importance of giving children education and proper learning
materials. The materials needed to provide proper education is costs quite a lot which is
why some schools lack materials due to the shortage of funds. In Meredith Broussard’s
article, “Why Poor Schools Can’t Win at Standardized Testing,” she talks about the lack
of funding in public schools in Philadelphia, causing the lack of materials that students
needed to succeed. All public schools face the issue regarding the lack of funding which
resulted to the lack of learning materials.

Schoolbook Shortage A Chronic Issue (2012). According to Victoria John, it has been
known for at least five years that the amount of schoolbooks has been inadequate across
South Africa. In one of the reports of Mail & Guardian, 80% of the 200 school across the
nation were not able to provide enough books for its students. This has been regarded
as a problem that greatly affected the abilities of the students in the basic education
department and the ministry should monitor each textbook delivered. It was suggested
that the acquisition of such materials must be approved and documented by the officials.

Insufficiency of School Provision and its Consequence to the Students (2012). When
Brittany Johnson interviewed a teacher, they talked about the lack of teaching resources.
It was said that The teacher did not have enough resources that would help make her
students understand whatever topic they had. The students had to share everything which
would result in little groups within the class. Due to this, they would only have little learning
time and some students would not understand the lesson completely. If such issue
continues to be overlooked, the government would miss out opportunities to give quality
education.

Lack of Learning Materials Affecting Pupils Performance (2015). In an interview with

Head Teacher Grace Sipobole, it was mentioned that the lack of learning resources was

12
a huge problem within the school which affected the performance of both the teachers
and students. The teachers were not able to teach well. The resources to meet the day
to day affairs to run the school were not met and caused a problem in running the
institution.

Education's Most Basic Tools : Access to Textbooks and Instructional Materials

(2014). There has been issues about students and their access to textbooks and other
forms of instructional materials such as technology. Because of the current standard-
based education policies and the data of a variety of sources, instructional materials are
highly important and the consequences of not having them is quite harsh. This problem
exists along with other problematic school conditions such as shortage of staffs.

When the School Lacks Textbooks (2012). A child’s academic performance has
many factors. Some of these factors include Teacher Factor, Pupil Factor, some defects
with the system, buildings, socio-economic, cultural, and political. These factors could
affect not only the child’s performance, but also the quality of the education given to him
or her. One of the most common problem in school would be the lack of reading materials.
It was said that the reading habits of students were low, not because of laziness or
difficulty, but because of the lack of books provided.

Every Child Should Have a Textbook (2012). According to Elliot and Corrie,
textbooks are essential in improving the economies of low income countries with large
class sizes, unqualified teachers, and short teaching time. Many of the students of these
countries lack books and have to share with others. Those students with no books copy
the contents of whatever is written on the board which reduces the teaching time.

Lack of Books Strains Students (2010). According to Victoria Koskey, many

schools in San Francisco lack books that are necessary for the school. Among roughly
55,000 students, 3,500 students still do not have books for core subjects like Math,
English, History, and Science. The High School students are the ones suffering the most.

13
 Lack of Resources to Educate a Child (2008). According to Sue Miller Wiltz, Human
resources, Material resources, and Financial resources are necessary in providing quality
education. The availability and quality of the learning materials affect the student’s
performance. There countries whose schools lack blackboards, chalks, books, teacher
support materials, workbooks, and learning aids. The unavailability may be caused by
financial resources to publish and deliver, human resources to make the materials, and
sometimes, geographical hindrances that make the delivering impossible.

Poor school districts in New York state Lack Basic Resources (2012). A study by
the Teachers College at Columbia University examined the resources of schools within
the district and schools from small cities, rural and suburban areas. In New York, there
are some schools who lack the resources even after the landmark court required the state
to increase its funding on public education. The student were found to lack in basics such
as books.

Issues Schools Face that Negatively Impacts Student Learning (2017). According
to Derrick Meador, schools face issues that highly impacted the student learning. The
administrators and teachers were looking for ways and strategies to overcome it, but there
were some factors that were not eliminated. Schools, however, are maximizing student
learning despite the natural obstacles that that would hinder their learning. Schools that
were affected by the issues would not see internal issues unless external issues were
addressed.

How Poverty Affects Education (2017). According to Carlos Lee in his doctoral
dissertation, children who live in poverty come to school with lacking materials. Because
of this, they would always be behind their classmates. The students’ readiness and
learning were affected. Vocabulary is highly important for development and success, but
because of the lack of exposure to learning materials, they would not participate in
academic conversations and discussions because they would not understand.

How Poverty Affects Classroom Engagement (2013). According to Eric Jensen,

poor children tend to have lesser access to reading materials compared to middle-class

14
students. Since vocabulary was essential for academic success, their risk of failure is
quite high. This is why reading is very important, especially for poor children. Words help
children represent and manipulate the information given to them. If they do not know the
words, they would not read it out loud or feel like school isn’t for them and not participate
in class.

Quality In Education : A Global Crisis (2011). According to Billy Ogdoy, basic

knowledge and skills within the classroom is very important. High-quality education is
needed for learning and development, but such quality is affected by factors both inside
and outside the classroom such as teachers and teaching aids. These factors prevent a
country’s educational system from working properly.

Overcoming Resource Barriers: The Challenge of Implementing Inclusive

Education in Rural Areas (2009). According to Susie Miles from the Enabling Education
Network, (EENET) lack of resources is a hindrance to inclusion for cultural, geographical,
and economic boundaries, therefore, should be addressed.

Education and Urban schools (2013). According to Cynthia Hudley, PhD, high-
poverty schools tend to used outdated books in teaching, outdated technology, and lack
of supplies in their laboratories. Their college-preparatory offerings are way behind
compared to other schools. All of these factors diminish student achievement.

The Importance of Providing Books (2016). According to Debra Hannula, J. D; the

amount of books a student has would affect their reading levels and performance on
standardized tests. Printed materials were said to positively affect a student’s experience
in life – behaviorally, academically, and psychologically.

Reading from Paper versus screens: A critical review of the Empirical Literature
(2013). There is no variable that makes reading from the screen and reading from paper
different, however, reading from the screen is slower and sometimes less accurate. What

15
is crucial is the image presented to the reader. There is some sort of a dramatic interaction
of image quality on paper and was most likely to occur on screen too.

Providing Books and Other Print Materials for Classroom and School Libraries;
Children who can easily access books can select any type of book they want to read on
a daily basis whether they are inside the classroom or outside. Libraries and classroom s
must have an adequate amount of books so that those children who cannot read books
can read them quite often.

Research in Social Stratification and Mobility (2010). In a study conducted by Evans,

Kelley, Sikorac, and Treimand (2010) over 27 countries with more than 70,000 people, it
was found out that children whose parents have many books stay in school three years
longer compared to those whose parents only have a few. Those children whose parents
with many books are 20% more likely to finish college. Therefore, the presence of books
impacts a child’s academic achievement.

16
 CHAPTER III

THE METHODOLOGY

This chapter contains the Research Design, Research Participants, Research

Instruments, Data Gathering Procedures, Data Analysis, and Ethical and Legal
Considerations.

Research Design

The study being conducted by the researchers focuses on the effects of the absence
of books on the academic performance of senior high school students of San Pedro
College - Basic Education Department. The research deals with identifying the factors of
the absence of books to the academic performance of students that is will be achieved
through survey questionnaire and gathering data as a support to the researcher's
hypothesis. The study conducted showcases cause and effect relationship towards
variable. Wherein, the variables are less controlled and is considered as a Quantitative
Descriptive.

Research Participants

The research participants are the following; Grade 11 sections, St. Catherine of
Siena and St. Peter the Apostle. Grade 12 sections St. Louis of Bertrand and St. Vincent
of Ferrer. They were asked to answer the survey that are provided by us, consisting
questions relating to the study and is given to them to serve as our reference in conducting
the study.

Sections Girls Boys Total

St. Catherine of Sienna 28 16 44

St. Peter the Apostle 26 17 43

St. Vincent Ferrer 22 15 37
St. Louis of Bertrand 24 17 41

17
Research Instruments

The researchers gather data using the questionnaire. The validated questionnaire
contains questions that would help us widen our knowledge about the factors and different
scenarios where students are having hard time with the absence of books as reference
material. The researchers are only to conduct to those who voluntarily participated.

Data Gathering Procedures

The following procedures will be observed by the researchers in conducting this study.
First, the researchers will be handing out a formal letter to the School Principal and
Assistant Principal asking permission to conduct a survey in the Senior Highschool
Department. As soon as the letter will be approved, formal letters will also be given to
each moderators of each section asking permission and giving notice that there will be
study conducted in each of their class advisory. Second, the study will soon be conducted
and each Senior High School student will be receiving a survey regarding our study,
UNAVAILABILITY OF BOOKS AS REFERENCE MATERIALS AND THE ACADEMIC
PERFORMANCE OF SENIOR HIGHSCHOOL STUDENTS. Third, after the study has
been conducted the researchers will be gathering, organizing, and analyzing the data and
will then hand out a summarization of the results afterwards in their research paper.

Data Analysis

The data that will be gathered and organized. In order for the researchers to analyze
and interpret the gathered data, the following statistical tool will be utilized. The following
statistical tool will be used to figure out the results.

Mean. It is used to compute the overall average of the scores presented. The mean of
the large set of data would tell us which cluster the data belongs.

Standard Deviation. It tells us how the data are spread above and below the mean. If the
difference between the result and the mean is small, it means the hypothesis is supported.
If the difference is large, it means that the hypothesis is not supported.

18
Formulas for Mean and Standard Deviation:

Mean - ∑of X / N

1
Standard Deviation - 𝜎 = √𝑁 ∑𝑁
𝑖=1(𝑥𝑖 − 𝜇)^2

Ethical and Legal Considerations

Legal and ethical issues form an important component of modern research, related to
the subject and researcher. There are a number of ethical principles that should be taken
into account when performing undergraduate dissertation research. At the core, these
ethical principles stress the need to do beneficence and non-malfeasance. In practice,
these ethical principles mean that the researchers need to obtain consent and seeks to
briefly review the various guidelines and regulations that exist on issues related to
informed consent, providing incentives and various forms of research from potential
research participants to protect their anonymity and confidentiality. In the rules that follow
are the main practical ethical principles that stem from these basic principles.

1.) Beneficence

Dissertation research should not harm participants. To avoid such scenarios will
also require:

(a) how participant harm or discomfort will be reduced,

(b) informed consent, and

(c) detailed debriefing.

Wherein each of these ethical principles and considerations within the sections that
follow, explaining (a) what they mean and (b) instances where they should and should

19
not be followed.

2.) Respect of individual rights to anonymity and confidentiality

This occurs when data is not treated confidentially, whether in terms of the storage
of data, its analysis, or during the process. However, this does not mean that all data
collected from research participants needs to be kept confidential or anonymous.
Upholding individual rights to confidentiality and privacy is a central tenet of the purpose
of our dissertation research. It would be inappropriate to obtain contact information of
research participants to solicit their participation.

3.) Obtaining informed consent

Participants should understand that they are taking part in research and what the
research requires of them. Such information may include the purpose of the research; the
methods being used and the possible outcomes of the research.

4.) Avoid deceptive circumstances

The withholding of information or the misleading of participants is unacceptable if

the participants are likely to object unease once debriefed. Since deception is only found
in covert dissertation wherein covert research is a form of research which is not declared
to the research participants. Intentional deception of the participants over the purpose
and general nature of the research should be avoided whenever possible.This is not the
affirmed goal of our dissertation research which is intrinsically unethical. The basis of that
condemnation is a legitimate concern with the rights of the research participants. Only
subject knowledge of the true purpose of the research have the potential to alter the
particular phenomenon that you are interested in, this is a major concern in terms of the
quality of your findings.

20
5.) Debriefing

Participants are aware that they have taken part of research, whem data has been
collected, researchers should provide the participants with any necessary information to
complete their understandingof the nature of the research. The researcher should discuss
with the participants their experience of the resewrch in order to monitor any unforeseen
negative effects.
Debriefing does not provide a justification for unethical aspects of any dissertation
research. Researchers also have a responsibility to ensure that research participants
receive any neccessary debriefing in the form of active intervention before they leave the
research setting

6.) Evade incentives

Cash or other benefits wether it may be financial, medical, educational, community

benefits should be avoided to subjects when obtaining informed consent without
emphasising too much on it. Benefits may serve as appreciation or compensation for time
and effort but does not result in the inducement to participation.

21
 CHAPTER 4

RESULTS AND DISCUSSION

This chapter depicts the discussions, analysis, and results for the data of our study
as the unavailability of books as reference materials and the academic performance of
the senior high school students. The discussions of the results as stated below follow the
sequence of the statement of the problem.

Table 1. Data Interpretation

Shown in table 1 is the data interpretation from Q1 to Q8, including the

frequency to a number of responses by percentage.

The data interpretation includes the mean and standard deviation from Q1-
Q8.

It was observed that in Q1(x=3.04, SD=1.041), Q3(x=2.78 SD=0.952),

Q4(x=2.66, SD=0.940), Q5(x=2.90 SD=1.094). The quantity of this mean are
rounded off as 3 and interpreted in our scaling as Neutral.

22
 It was observed that in Q2(x=3.96 SD=0.946), Q7(x= 3.56, SD= 0.965), and
Q8(x= 3.64, SD= 0.944) the mean is rounded off as 4. The quantity of this mean
is interpreted in our scaling as Agree.

It was observed that in Q6(x= 2.40, SD= 0.949), the mean is rounded off as
2. The quantity of this mean is interpreted in our scaling as Disagree.

In the case of the General Average of the students during the first quarter,
it was observed that the mean was 89. 52. The grades range from 73 as the
minimum or lowest to 96 as the maximum or highest.

The data interpretation also includes the mean and standard deviation of
the frequency to a number of responses by percentage.

Q1 Number of Percent

Responses

(5) Strongly Agree 15 9.09

(4) Agree 34 20.61

(3) Neutral 71 43.03

(2) Disagree 32 19.39

(1) Strongly Disagree 13 7.88

Total 165 100.00

Table 2.

This table shows that Neutral has the highest frequency to a number of responses
where the percentage is equivalent to 43.03 percent.

23
 Q2 Number of Percent

Responses

(5) Strongly Agree 52 31.52

(4) Agree 69 41.82

(3) Neutral 32 19.39

(2) Disagree 9 5.45

(1) Strongly Disagree 3 1.82

Total 165 100.00

Table 3.

This table shows that Agree has the highest frequency to a number of responses where
the percentage is equivalent to 41.82 percent.

Q3 Number of Percent

Responses

(5) Strongly Agree 4 2.42

(4) Agree 34 20.61

(3) Neutral 62 37.58

(2) Disagree 51 30.91

(1) Strongly Disagree 14 8.48

Total 165 100.00

Table 4.

This table shows that Neutral has the highest frequency to a number of responses
where the percentage is equivalent to 37.58 percent.

24
 Q4 Number of Percent

Responses

(5) Strongly Agree 5 3.03

(4) Agree 23 13.94

(3) Neutral 64 38.79

(2) Disagree 57 34.55

(1) Strongly Disagree 16 9.69

Total 165 100

Table 5.

This table shows that Neutral has the highest frequency to a number of responses
where the percentage is equivalent to 38.79 percent.

Q5 Number of Percent

Responses

(5) Strongly Agree 14 8.48

(4) Agree 34 20.61

(3) Neutral 59 35.76

(2) Disagree 39 23.64

(1) Strongly Disagree 19 11.51

Total 165 100.00

Table 6.

This table shows that Neutral has the highest frequency to a number of responses
where the percentage is equivalent to 35.76 percent.

25
 Q6 Number of Percent

Responses

(5) Strongly Agree 6 3.64

(4) Agree 14 8.48

(3) Neutral 57 34.55

(2) Disagree 57 34.55

(1) Strongly Disagree 31 18.78

Total 165 100.00

Table 7.

This table shows that Neutral and Disagree have the same highest frequencies to a
number of responses wherein they are both equivalent to 34.55 percent.

Q7 Number of Percent

Responses

(5) Strongly Agree 29 17.58

(4) Agree 51 30.91

(3) Neutral 64 38.79

(2) Disagree 16 9.70

(1) Strongly Disagree 5 3.02

Total 165 100.00

Table 8.

This table shows that Neutral has the highest frequency to a number of responses
where the percentage is equivalent to 38.79 percent.

26
 Q8 Number of Percent

Responses

(5) Strongly Agree 28 16.97

(4) Agree 71 43.03

(3) Neutral 44 26.67

(2) Disagree 17 10.30

(1) Strongly Disagree 5 3.03

Total 165 100.00

Table 9.

This table shows that Agree has the highest frequency to a number of responses where
the percentage is equivalent to 43.03 percent.

27
 CHAPTER 5

SUMMARY, CONCLUSION, RECOMMENDATION

The entire study of the Group 2 of St. Zdislava Berkiana was conducted in order
to see if the unavailability of books will have any effect on the academic performance of
the Senior High School students. The study is a quantitative and descriptive research.
Below are the Summary, Conclusion, and Recommendation

SUMMARY

The subjects of the study included 165 students in the Senior High School
department, both Grade 11 and Grade 12, of San Pedro College Basic Education
Department. Data was collected through the given questionnaire created by the group.
The statistical tool used to compute and interpret the data were mean and standard
deviation.

This research study aimed to answer the following question:

1.) Is there a significant effect of unavailability of books as reference materials in the

academic performance of Senior High school students?

CONCLUSION

At the end of the research, the researchers were able to accept their null
hypothesis which stated that: The unavailability of books as reference materials does not
affect the academic performance of Senior High school Students. The positive hypothesis
was contradicted by the results of the SPSS. The results of the Standard Deviation were
not even close with the Mean and therefore not supporting our hypothesis.

RECOMMENDATIONS

1. The researchers recommend that books should be finished and published

because not every student is privileged enough to have tablets or phones for
e-books. Gadgets can also increase monthly electricity bills which would
actually worsen a student’s condition if his or her family are having financial
problems. Not only that, too much exposure to radiation may damage the eyes.

28
2. The researchers recommend to have books and have them released before
the school year starts so that the students will scan their books and prepare
themselves academically.

29
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 Curriculum Vitae

Name: Kyle Ohidor Manciba

Nickname: Kim

Birthdate: September 24, 2002

Address: Km.11 Catalunan Pequeño, Davao City

E-mail address: [email protected]

Contact number: 0918-307-5212

 Curriculum Vitae

Name: Maria Frances Dianne C. Incipido

Nickname: Dianne, Didi

Birthdate: May 1, 2001

Address: Lot 74 A4, Tapay Street, New Loon, Mintal, Davao City

Email address: [email protected]

Contact number: 0923-679-6688

 Curriculum Vitae

Name: Eriel Louise N. Chang

Nickname: Eri, Kyle

Birthdate: January 14, 2001

Address: Blk 35, Lot 13, Phase 3, Main Street, Kadayawan homes, NHA

Bangkal, Davao City

Email address: [email protected]

Contact number: 0977-117-1181

 Curriculum Vitae

Name: Weldy Jude Rivera Ramos

Nickname: we-j

Birthdate: June 21, 2001

Address: Santol St., Brgy. Tugbok, Tugbok Proper, Davao City

Email address: [email protected]

Contact number: 0966-170-4209

 Curriculum Vitae

Name: Jorjett Nikki Bernadine P. Villacorte

Nickname: Jj

Birthdate: March 16 2002

Address: Fidelity St., SGR village, Catalunan Grande, Davao City

E-mail address: [email protected]

Contact number: 0909-782-0340

 Curriculum Vitae

Name: Raymar Djun C. Dumalauron

Nickname: Raymar

Birthdate: January 15, 2001

Address: Los Amigos Tugbok Davao City

E-mail address: [email protected]

Contact number: N/A

 Curriculum Vitae

Name: Charie Franzine V. Alagad

Nickname: Cha

Birthdate: December 06, 2001

Address: Blk 2, Lot 14, Roha Subdivision, Rosalina 3,

Baliok, Davao City

Email address: [email protected]

Contact number: 0917-122-2654