COLLEGE OF SUBIC MONTESSORI INC.

“Shaping Lives, Intellects and

World Views”

EXPLORING THE IMPACT OF CHATGPT ON SENIOR HIGH SCHOOL

STUDENTS’ CRITICAL THINKING OF COLLEGE OF SUBIC

MONTESSORI INC. S.Y. 2024-2025

A Research Study Presented to the Faculty of Senior

High School College of Subic Montessori,
Inc. Dinalupihan, Bataan

In Partial Fulfillment of the Requirements

for the Course Practical Research 2

By:
Mañalac, Darline Kaye B.
Santos, Gracious Anne S.
Manuel, Justine Raive L.
Tayo, Raven Ashley F.
Tomas, Charmaine M.
Villamor, Neilford R.
Maravillo, Almira S.
Mariano, Xyruz L.

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October 2024
CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

ChatGPT is an AI chatbot that employs natural language processing to produce

human-like conversation. OpenAI, an AI research company, developed ChatGPT and released it

in November 2022. Founded in 2015 by entrepreneurs and researchers, including Elon Musk and

Sam Altman, OpenAI is supported by several investors, with Microsoft being the most

prominent. The company also created Dall-E, an AI tool that generates art from text

descriptions.

It is a type of generative AI that allows users to input prompts and receive AI-generated

humanlike images, text, or videos. This tool functions like the automated chat services on

customer support websites, allowing users to ask questions or request further clarification. GPT

stands for "Generative Pre-trained Transformer," describing the way ChatGPT handles requests

and generates responses. It is trained with reinforcement learning, incorporating human feedback

and reward models to rank the best responses. This feedback helps enhance ChatGPT's machine

learning for improved future interactions. This research investigates the extent to which students

depend on ChatGPT for learning and problem-solving, and how this dependence affects their

ability to analyze, evaluate, and synthesize information independently.

Based on Akastangga et. al., (2023) study about The impact of ChatGPT on the critical

thinking ability of UIN Sunan Kalijaga students, ChatGPT can positively influence critical

thinking to some extent, its overall impact is moderate. The study also noted that excessive

reliance on ChatGPT might diminish students' critical thinking skills. The researchers

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emphasized the importance of maintaining a balance between utilizing ChatGPT and fostering

the development of independent critical thinking. This suggests that while ChatGPT can be a

useful tool, it should not replace or undermine the efforts to cultivate deeper, self-reliant

analytical skills among students. In other studies by Abdellatif et. al., (2024) conducted a study

on the impact of ChatGPT on students' academic learning in Ajman, UAE. The research focused

on student engagement, critical thinking, and academic achievement, using a cross-sectional

design and Constructivism Learning Theory. Data from 353 questionnaires were analyzed using

PLS-SEM, showing that ChatGPT positively affects student engagement, critical thinking skills,

and academic achievement among Emirati students. The study suggests ChatGPT as a valuable

educational tool that enhances student motivation and learning interest, discussing implications,

limitations, and future research recommendations.

Based on Omar Ali et. al., (2024) study about The effects of artificial intelligence

applications in educational settings: Challenges and strategies in Kuwait. The study advocates

for using ChatGPT as a supplementary teaching aid and suggests customized versions for

educators. It addresses how AI models can enhance learning, discussing creative prompts,

diverse datasets, human input, data confidentiality, and bias elimination. The review concludes

with strategic solutions to encourage the broader adoption of AI tools like ChatGPT in education,

providing valuable insights for policymakers, educators, and stakeholders, and laying the

groundwork for future research. The study's findings could be valuable for policymakers,

educators, and technology developers, guiding them in integrating AI tools like ChatGPT more

effectively into educational practices. Additionally, it sets a foundation for further research,

helping to bridge gaps in understanding how AI can enhance educational outcomes and manage

associated challenges.

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In addition, Ayman et al. (2023) explore the role of ChatGPT, an AI language model, in

undergraduate education, examining its benefits and challenges. The study investigates how

ChatGPT influences student engagement, critical thinking, problem-solving, and writing skills

while offering personalized learning experiences. Faculty opinions were collected through a

survey, revealing their views on ChatGPT's impact on student performance. The research also

addresses concerns about biases in AI, privacy, copyright, and the need to balance AI use with

traditional teaching methods. Overall, the study highlights ChatGPT's potential as a valuable

educational tool while emphasizing the importance of ethical practices and human interaction.

Based on A. A. Hernandez et. al., (2024), it is stated that ChatGPT, a language model,

aids users in information-seeking. It enhances student learning. Yet, its benefits are not fully

understood in higher education. A study in the Philippines investigates ChatGPT's use behavior,

benefits, and issues among higher education students. Utilizing UTAUT2, the study employs

structural equation modeling and topic modeling to analyze survey data. Results reveal that

facilitating conditions, habit, and behavioral intention influence ChatGPT use. Additionally,

habit, performance expectancy, and personal innovativeness impact intention. Age and year level

do not moderate these factors. The study highlights crucial factors for using ChatGPT in higher

education, contributing empirical evidence from the Philippines to the conversation on ChatGPT

use. In addition, the studies of Fhrizz S De Jesus et. al., study about ChatGPT as an Artificial

Intelligence Learning Tool for Business Administration Students in Nueva Ecija, Philippines

published on June 30 (2024).This study assessed the impact of ChatGPT on business

administration students in Nueva Ecija, Philippines, focusing on engagement, motivation, and

understanding of content. It explored how ChatGPT affects academic performance, considering

factors like performance expectancy, effort expectancy, social influence, and behavioral

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intention. The research categorized students by age, gender, and academic year, using

quantitative methods to analyze the data. Key findings showed that most participants were

female, aged 18-21, and first-year students. Social influence played a major role in adopting

ChatGPT. While the tool offered benefits, students reported issues like inaccurate responses,

poor writing skills, limited peer interaction, and misconduct. The study recommends that

students should not rely solely on ChatGPT for academic writing, but use it to enhance their

skills alongside traditional methods.

About this topic the researchers want to determine whether the use of ChatGPT

enhances or reduces their critical thinking. It's essential to know if the impact of ChatGPT on

students is to support and not hinder their critical thinking, helping them to have high educational

standards to ensure that students have developed critical thinking skills. It aims to prepare

students for their future careers requiring them to have strong abilities. Also by identifying the

potential risk we can also balance the outcomes of study to combine traditional methods and

modern technology. This study provides the best practices for the uses of Chat GPT in Education

and their development of their future.

Statement of the Problem

This study aims to focus on exploring and identifying various effects of ChatGPT in

students' critical thinking skills of Senior High School students in College of Subic Montessori

Inc. S.Y. 2024-2025. Specifically, the study aims to answer the following questions:

1. How may the student-respondents be described in terms of:?

1.1 Grade Point Average

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2. What is the impact of ChatGPT in terms of:

1.1 Academic Performance

1.2 Creativity in Writing

2. How does ChatGPT impact the students Critical thinking and become more self-sufficient in

their studies?

3. What is the implication of the study?

Significance of the Study

This study aims to explore the impact of Chat GPT on senior high school students'

critical thinking of College of Subic Montessori inc. Thus, the researchers believe that the study

will be beneficial to the following:

Students. Exploring Chat GPT's impact on senior high school students enhances their critical

thinking, data analysis, and understanding of Chat GPT in education. This research aids in

creating better learning environments, prepares students for future careers, and supports

responsible Chat GPT use

Teachers. This study aims to inform teachers about Chat GPT's effects on students, helping

them recognize its patterns. It seeks to prevent over-reliance on Chat GPT and promote a balance

between using AI and developing students' natural cognitive skills.

School and Administration. Studying Chat GPT's impact on critical thinking helps

administrators see how technology affects students' problem-solving skills. This insight helps

create balanced AI use strategies to enhance critical thinking development.

Parents. This study will help parents guide their children's learning in assignments, activities,

and academic work, ensuring they don't rely too much on Chat GPT. It aims to teach proper use

of schoolwork without solely depending on AI.

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Future Researchers. This study examines Chat GPT's impact on senior high students' critical

thinking at Subic Montessori Inc. Future research could compare results across different schools

and regions, study newer AI tools, and explore long-term impacts. Qualitative methods like

interviews can provide deeper insights. Researching the ethical implications of Chat GPT in

education would also be beneficial.

Scope and Delimitation

This study applied correlational design to examine the relationship between independent

variable and dependent variable, which is the impact of ChatGPT in students' critical thinking

skills of senior high school students in College of Subic Montessori Inc., during the First

Semester of the School Year 2024-2025.

The participants in this study consisted of (137) Grade 11 students and (257) Grade 12

students from the College of Subic Montessori, Dinalupihan Campus. The researchers employed

a simple random sampling method, which ensures that every student in the population had an

equal chance of being selected. This method ensures a representative sample, minimizing bias

and capturing the diversity within the student body to obtain accurate insights into how ChatGPT

impacts senior high school students' critical thinking.

The researchers conducted this study using survey data collection, with a custom-made

questionnaire designed to assess the impact of ChatGPT on students' critical thinking. The

surveys were distributed via Google Forms. However, the study faced some challenges,

including limited time due to other academic responsibilities and a lower priority for the survey.

Additionally, a lack of resources, such as funds and necessary materials, posed potential

obstacles to data collection. Despite these issues, the researchers effectively addressed the

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challenges and provided assistance to the respondents, ensuring their concerns were met and

support was offered throughout the process.

Notes in Chapter 1

A. A. Hernandez, M. B. Abisado, R. L. Rodriguez and J. M. R. Imperial, "Predicting the Use

Behavior of Higher Education Students on ChatGPT: Evidence from the Philippines," 2023

IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE),

Auckland, New Zealand, 2023, pp. 1-7, doi: 10.1109/TALE56641.2023.10398324.

Akastangga, M. D. F., Harmonis, S., & Al Hafidz, R. A. (2023). The impact of ChatGPT on the

critical thinking ability of UIN Sunan Kalijaga students. Matrix : Jurnal Manajemen Teknologi

Dan Informatika, 13(3), 157–165. https://doi.org/10.31940/matrix.v13i3.157-165

Ayman, S. E., The British University in Egypt, Abou El-Seoud, S., The British University in

Egypt, Nagaty, K. A., The British University in Egypt, Karam, O., & The British University in

Egypt. (2023). The Impact of ChatGPT on Student Learning/performing. Preprint.

https://doi.org/10.13140/RG.2.2.28890.11205

Youssef, E., Medhat, M., Abdellatif, S., & Malek, M. A. (2024). Examining the effect of

ChatGPT usage on students’ academic learning and achievement: a survey-based study in

Ajman, UAE. Computers and Education Artificial Intelligence, 100316.

https://doi.org/10.1016/j.caeai.2024.100316

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De Jesus, F. S., Ibarra, L. M., Villanueva, W., & Leyesa, M. (2024). ChatGPT as an artificial

intelligence learning tool for business administration students in Nueva Ecija, Philippines.

International Journal of Learning Teaching and Educational Research, 23(6), 348–372.

https://doi.org/10.26803/ijlter.23.6.16

Omar, A., Murray, P. A., Momin, M., Dwivedi, Y., Malik, T., February (2024), The effects of

artificial intelligence applications in educational settings: Challenges and strategies.

https://www.sciencedirect.com/science/article/pii/S0040162523007618

Valerio, A. (2024, June 29). Anticipating the impact of artificial intelligence in higher

Education: Student awareness and ethical concerns in Zamboanga City, Philippines.

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4886868

Youssef, E., Medhat, M., Abdellatif, S., & Malek, M. A. (2024). Examining the effect of

ChatGPT usage on students’ academic learning and achievement: a survey-based study in

Ajman, UAE. Computers and Education Artificial Intelligence, 100316.

https://doi.org/10.1016/j.caeai.2024.100316

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CHAPTER II
THEORETICAL FRAMEWORK

Relevant Theories

This study was based on the Technological determinism coined by Thorstein Veblen

and Constructivist learning theory & Philosophy of Education .

Technological Determinism is shaped by various thinkers. The term Technological

Determinism was created by Thorstein Veblen and further developed the theory by other

researchers, including Karl Max and Langdon Winner; they contributed to the theory in different

ways. Technological Determinism is a theory that suggests technology plays a dominant role in

shaping our society and how technology controls human affairs and how our societies function.

Karl Max supported this theory through his own theory Historical Materialism which highlights

how technological advancements, such as the hand mills developed into steam mills, stimulate

new methods of production. Langdon Winner suggested that technology not only influences how

society functions but also changes in society which may lead to the loss of traditional knowledge

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he also introduced the concept technological drift where technological advancements often bring

unexpected results that make society adapt and result in increased reliance on technology.

Technological determinism can be linked to ChatGPT as a transformative technology that

influences how students engage with ChatGPT on how they approach problem-solving and

decision making. As AI becomes more advanced, they can process complex information, leading

to Students to rely too much on technology for critical thinking. This might have changed the

balance between human judgments and machine insight changing on how we critically think in

the future.

Another theory The Constructivism Theory is a learning theory grounded by John

Dewey, Jean Piaget, Lev Vygotsky and more.This theory focuses on how students build their

own understanding and knowledge of the world through experiences unlike the traditional views

where information is passively absorbed. There is key aspect include how learners creating their

own knowledge based on their interaction and new experiences with this AI tools can help build

understanding by offering personalized learning experience that can students adapt in their

previous knowledge and learning on their own way over-reliance on AI can lead to shallow

understanding if students don’t actively engage and think critically. Another aspect’s learning is

viewed as an active process where learners interact with environments to make connections and

understand new things like in ChatGPT can support real-World problems and problem solving

but students must stay engaged not just only accepting ChatGPT recommendations. And learning

is also a social activity. This highlights the importance of social interactions in the development

of cognitive skills. ChatGPT can boost collaborative learning helping students to create

knowledge but it also needs the balancing human interaction with ChatGPT involvement to keep

learning social.

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The theories mentioned above helped guide the researchers in this study. They

highlighted the importance of the study's goals and pointed out important factors to consider.

Review of Related Literature

ChatGPT. Shidiq (2023) highlights concerns related to the ChatGPT system, an Al-

based chatbot. ChatGPT can comprehend human languages, which can generate creative writing

such as poetry and short stories, and it is known for its efficiency to reduce the students'

originality in creative work. This study examines the possibility that students' creativity might

decrease due to the use of AI, raising important considerations about the impact of AI on creative

thinking in an educational context.

The contributions of this study include the design of AI system storyboards which are

technically feasible and positively support learner–instructor interaction, capturing students’ and

instructors’ concerns of AI systems through Speed Dating, and suggesting practical implications

for maximizing the positive impact of AI systems while minimizing the negative ones. Seo et al.

(2021), the utilization of Artificial Intelligence (AI) technology has caused remarkable changes

that have taken place in the educational landscape. Rakya (2023). This literature review explores

the impact of Al on learner-instructor interaction in online learning environments. The review

considers how Al technology enhances and diversifies the learning process, focusing on

personalized learning, real-time feedback provision, and content delivery.

Critical Thinking. In addition, Radeswandri (2023), students' critical thinking abilities

are needed to utilize their knowledge in problem-solving. Also, these skills are very important

for students in making decisions when faced with various choices. This research study focuses

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on the effectiveness of critical thinking skills in the learning process. It uses a Research and

Development (RND) method to develop and test an instrument to measure these skills. The study

involved seven teachers and collected data through online questionnaires. The analysis of the

data using SPSS software suggests that the developed instrument is accurate, effective, and

meets the criteria for validity and reliability. This means the instrument can be used to develop

student worksheet media that effectively promotes critical thinking skills. However, the study's

scope is limited to the specific context of the participating teachers and schools. The findings

may not be generalizable to other settings. Additionally, the study mentions two research

constructs, accuracy and effectiveness, but doesn't provide further details about these constructs

or how they were measured. More specific information about the instrument's design and the

analysis conducted would be helpful to fully understand the study's findings and limitations.

Conceptual Framework

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INPUT PROCESS OUTPUT

This study aims to focus on 1. Data Gathering To effectively and

exploring and identifying
various effects of ChatGPT in 1.1 Simple Random
objectively determine the
students' critical thinking skills Sampling
of Senior High School students 1.2 Survey impact of Chat GPT on
in College of Subic Montessori
Inc. S.Y. 2024-2025. senior high school students
Specifically, the study aims to
answer the following of the College of Subic
questions: 2. Data Analysis
2.1 Statistical analysis Montessori Inc.
1. What is the impact of
ChatGPT in terms of: 2.2 Interpretation
1.1 Academic Performance
1.2 Creativity in Writing
2. How does ChatGPT impact
the students Critical thinking
and become more self- 3. Validation
sufficient in their studies?
3. What is the implication of
the study?

Figure 1. Paradigm of the Study

This study focuses on Exploring the Impact of ChatGPT on Senior High School Students’

Critical Thinking. Furthermore, this study sets its parameters using an IPO diagram.

In the Input phase, the researchers applied the statement of the problem questions in

order to find out about the relationship of chatgpt on critical thinking skills of the students.

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In the process phase, the researchers use gathering devices like the simple random

sampling which refers to a probability sampling method that involves selecting a smaller group,

or sample, from a larger group, or population, in a way that gives each member of the population

an equal chance of being selected. the researchers used data gathering device like survey method

with the use of questionnaire, thus employing descriptive design of quantitative research. In the

same manner, data analysis tools like frequency and percentage together with the mean were

utilized. These data collection methods assisted the interpretation to have detailed information

about the answers of the respondents.

In the output phase, the researchers seek to find out as to how does ChatGPT impact the

students Critical thinking and become more self-sufficient in their studies

Definition of Terms

Critical Thinking

An active element in every one’s cognitive thinking skills, that requires a disciplined process of

analyzing, understanding, reasoning, and problem solving skills, especially in real life situations.

This element can be enhanced and improved. Therefore, it is a crucial part in a person’s

cognitive ability because it upholds their cognitive skills.

Chat GPT

Is an evolving technology that tries to simulate human intelligence using machines.A chatbot

with advanced natural language processing (NLP) that can have human-like conversations and

can complete tasks.

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Notes in Chapter 2

Radeswandri, R., Salsabilla, D., Vebrianto, N. R., Berlian, M., & Susilawati, S. (2023).

Development of critical thinking variable instruments in student worksheet media. JURNAL

PIJAR MIPA, 18(5), 681–686. https://doi.org/10.29303/jpm.v18i5.4617

Rakya, Ziad. (2023). Exploring the Impact of Artificial Intelligence (AI) on Learner-Instructor

Interaction in Online Learning (Literature Review). International Journal of Emerging

Multidisciplinaries: Computer Science & Artificial Intelligence. 2.

10.54938/ijemdcsai.2023.02.1.236.

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Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on

learners–instructor interaction in online learning. International Journal of Educational

Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00292-9

Simply Psychology. (2024, February 1). Constructivism Learning Theory & Philosophy of

Education.https://www.simplypsychology.org/constructivism.html?

fbclid=IwY2xjawGwL7xleHRuA2FlbQIxMQABHSK4pJ98j0ERSkWJ6aBoZwGbOxxfKI7vjIU

sCdPHHicxShtE86Zdy1D08Q_aem_jtuT_nto-Knc-Lqev35GVA

Shidiq, M., (2023). The use of artificial intelligence-based chat-gpt and its challenges for the

world of education; from the viewpoint of the development of creative writing skills. Proceedings

of international conference on education, society and humanity, 2023, 353-357.

https://ejournal.unuja.ac.id/index.php/icesh/article/view/5614

Thorstein Veblen, (2018, April 23). Technological determinism. Communication Theory.

https://www.communicationtheory.org/technological-determinism/?

fbclid=IwY2xjawGwLjdleHRuA2FlbQIxMQABHYXjwRvlIAoIDHsl2ar2S9cTlyRix9t5FK2O-

OmAYIgPsb80rhJTZ9dLPQ_aem_288XO0yW-Z6nsFMuebbh7A

CHAPTER III

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RESEARCH DESIGN AND METHODOLOGY

This chapter discussed the method and techniques of the study, population and sample,

research instruments, data-gathering procedures, and statistical treatment or data to achieve the

researcher’s objectives.

Methods and Techniques of the Study

This study employed the descriptive quantitative research design to objectively assess

the degree of impact Artificial Intelligence has to the academic performance of skills among the

Grade 12 students of College of Subic Montesorri, Inc. The descriptive research design is

defined

in different ways.

Descriptive research is defined as a purpose process of gathering, analyzing, classifying

and tabulating data about prevailing conditions, practices, beliefs, process trends, and case effect

relationship with the aid of statistical method. According to Gall et al., (2019), the goal of

descriptive research is to describe a phenomenon and its characteristics. This research is more

concerned with what rather than how or why something has happened. Therefore, observation

and

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survey tools are often used to gather data.

Furthermore, according to Ene (2020), descriptive research is a methodology that seeks

to describe the characteristics or behavior of an audience. The purpose of descriptive research is

to describe or validate some sort of hypothesis or objective when it comes to a specific group of

people.

Respondents of the Study

The respondents of this study are the Senior High School Students of College of Subic

Montessori which takes the curriculums of Accountancy & Business Management. Science,

Technology, Engineering & Mathematics. Humanities & Social Science. Technical, Vocational,

Livelihood. In this study, the researchers used the Slovin’s formula sample size, with the

Slovin’s formula the target respondents in this study is the sample size of 218 respondents. The

Slovin’s formula by Slovin, E. (1960) is used to determine the sample size needed when surveys

are conducted, specifically when the total population size is known and a margin of error is

acceptable.

Research Instrument

This study utilized three sets of questionnaires. The first set gathered the respondents’

profiles, categorizing their field of specialization and academic performance in the professional

education course.s

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Meanwhile, the second set is that the researchers adopted the questionnaire of Jodylyn

Congreho, 2023, to examine the effects of using ChatGPT. The said instrument is found reliable

due to its 0.75 index of reliability.

Point Scale Range Explanation

3.28 - 4.00
1 Strongly Disagree

2.52 - 3.27
2 Disagree

1.76 - 2.51
3 Agree

1.00 - 75
4 Strongly Agree

Lastly, the third set of questionnaires adopted the items from the study of Bounbendir

Kamal et. al, 2024, Investigating the Impact of Using ChatGPT on EFL Students’ Motivation to

Learn.

Contribution and Validation of Research Instrument

The researchers adopted the questionnaire of Jodylyn Congreho, 2023, to examine the

effects of using ChatGPT. The said instrument is found reliable due to its 0.89 index of

reliability.

On the other hand, the researchers also adopted the items from the study of Haroon

Altarawneh, ChatGpt Impact on Student Educational Performance: A Conceptual Analysis.

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Population and Sample of the Study

The SHS students at the College of Subic Montessori included 218 respondents from four

(4) strands: ABM, STEM, HUMSS, and TVL.

Table 1

Sample of the Study

Strand Population Sample Percentage%

ABM 86 39 17.92%

STEM 176 80 36.67%

HUMSS 141 64 29.38%

TVL 77 35 16.05%

Total: 480 218

Data Gathering Procedures

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The researchers officially submitted a letter of approval to the College of Subic

Montessori Inc. to collect data from Senior High students. After receiving approval, consent

letters were sent to the students' advisers before conducting surveys. To avoid any interruption to

the classes, the researchers used up all of the available time from each class. The survey

questionnaires were distributed by the researchers. It was done through printed copies and face-

to-face interviews. The data gathered were statistically treated, analyzed, and interpreted.

Statistical Treatment of Data

In order to answer the specific questions presented in Chapter 1, data from the

respondents

were gathered. Thus, the data gathered were treated and interpreted by using various

statistical

tools such as frequency count, percentage distribution, weighted mean, and rank order

analysis.

These were utilized in light of the following reasons:

Frequency count involves tallying and recording the occurrences of specific values or

categories in a dataset. It is used by the researchers to quantify and analyze the

distribution of

variables, aiding in the interpretation and understanding of the study's findings.

Moreover,

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“Shaping Lives, Intellects and
World Views”

percentage distribution which is obtained by dividing the frequency over the total number

of

respondents were used to present the relative proportions of different categories or values within

the data set. Meanwhile, weighted mean is computed for the researchers to assign different level

of importance or significance to various data points. And lastly, rank order analysis is employed

to

arranged the data in a sequential order based on their attributes.

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“Shaping Lives, Intellects and
World Views”

Notes in Chapter 3

Case study. (2005b). In Routledge eBooks (pp. 171–179).

https://doi.org/10.4324/9780203978221-23

Creswell, J. W. (2012). Educational research Planning, conducting, and evaluating quantitative

and qualitative research (4th ed.). Boston, MA Pearson. - References - Scientific Research

Publishing. (n.d.). https://www.scirp.org/reference/ReferencesPapers?

ReferenceID=757162&fbclid=IwZXh0bgNhZW0CMTEAAR0t5VLH2ezFzNtWvh1zPeemIifV

K8dDnRwG3eG3st41DgQPX9ULaBRoOzk_aem_EiQDJ-KkHPC3XfdZFvI8bA

Wolfram Research, Inc. (n.d.). Slovin’s Formula -- from Wolfram MathWorld.

https://mathworld.wolfram.com/SlovinsFormula.html?

fbclid=IwZXh0bgNhZW0CMTEAAR0Z9TY9bFRKNgHW_Z54BXL_ZkfBCwSWlglysyq6BX

XgQTK128Tl862yy9k_aem_OaX0XfpOGuYX1tI8epiaWg

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