Group-1-Pr2-Research 1 02

Young Achievers’ School of Caloocan
Factors that Affect Academic activities among Grade 12

ICT Students in the New Normal Setting at Young
Achievers School of Caloocan Inc.
SY. 2021-2022
A Dissertation Presented by
Jhon Keneth Namias
Kaye Tuazon
John Coy Sibayan
Jun Mark Palahang
James Vincent Lavapie
Christian Ocampo
Adrian Badong
Submitted to our Practical Research Teacher

Jhonalyn Macapugay
of the Young Achievers' School of Caloocan for
the Research paper of
1 Quarter of 1st Semester in
st
October 12, 2021
No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph.

Chapter 1
The Problem and It’s Background
Introduction
The most crucial component of one's life is education. It entails more than just reading
books. Acquiring education forms the strength, knowledge, and character of the ICT students.
The traditional way of learning is attending school with other learners but ever since the global
pandemic arise, our method began to change. We adopt online learning to prevent the spread of
the virus from spreading. But this pandemic should not hinder us from gaining knowledge.
Because of this new normal including those people that don’t have gadgets, and in the locations
that have a weak signal, the Philippines has poor internet connectivity that can cause interruption
or can’t attend the class. Even if it is difficult to study by yourself, if you want to learn, you will
make a way like what Thomas Jefferson said, “I find that the harder I work, the more luck I seem
to have”. Without students, schools and universities are worthless. Students’ success is one of the
most important for the economic development of a country. The performance of students
(academic accomplishment) is critical in producing high-quality graduates who will serve as
outstanding leaders and manpower for the country, and thus be accountable for its economic and
social progress (Ali et.al, 2009). Students must put the greatest effort into their studies to obtain
good grades and to prepare themselves for future opportunities in their career at the same time to
fulfill the employer’s demand. But in our time now that Our entire world is facing a pandemic
Covid 19 can we still say that the successes of the students are the hope of the nation to prosper?
Because of the virus that is facing the whole world today, the virus has a huge impact on the field
of education, the practice of teaching has changed now, if previously the students entered face to
face now it is via online classes and modules. We pursue this research to provide information
and knowledge on how we can solve this problem.
Statement of the Problem

This study aimed to determine the potential factors that affect academic activities in this
new normal setting of the Grade 12 ICT Students of Young Achievers School of Caloocan. |
Specifically, it aimed to answer the following research questions:
1. What are the factors that affect academic activities among Grade 12 ICT students in this
new normal setting?
2. How does this new normal setting affect students’ performance?
3. What are the advantages and disadvantages of this new normal setting?
4. How will they cope with the factors that affect their academic activities?
5. How can be this research will be able to help people in the future
No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 2.

Purpose/ Objective of the Study

This study's main objective is to determine the factors that affect academic activities/
performance among grade 12 ICT students in the new normal setting at young achievers’ school
of Caloocan inc. SY 2020-2021. The outcomes of the study may be used to develop a solution on
how the school could increase motivation, reduce stress, increase motivation, and enhance
students' intellectual development.
Significance of the Study

This study will be able to find out what Grade 12 ICT students affect their academic
activities in this new normal setting by this research they can use this as a guide and learning
tool. This study will be beneficial to the following entities:
Family – This study will know what those are affected academic activities of their children
Friends – This study will help to gain more knowledge so they will know how they will help if
the problem will come.
Future ICT students – The ideas inside of this research may be used as a reference in
conducting new research and it will be the guide that will give them an idea of what course they
took and give a background on what kind of process is happening on the ICT students while in
the new normal setting of a class of this entire year.
Future researcher – This study would help the future researchers to be aware and
knowledgeable, it would help them to be better analysts.
ICT students – They will know what things affect their academic activities in this new normal
and they will know how they will cope with this set of classes.
Researcher – This study will help the researcher to gain more knowledge and information about
this research.
Teachers – This study will help the teachers to understand what ICT students experiencing in
this new normal setting of class.
Scope and Delimitation

The purpose of this study defines where and when the study is conducted and who is the
subject respondents. The study is covered by some of the Grade 12 ICT students who are willing
to give their knowledge about the topic. This academic year of 2021-2022. It will be conducted
at Young Achievers School of Caloocan, Ramos compound, Bagumbong, Caloocan City. It will
establish using Technology materials as a guide to the factors that affect academic activities. The
research participants were senior high school students from Young Achievers School of

Caloocan in School Year 2021-2022. The total number of people that took part in the survey was
50.
Conceptual Framework
What are the factors that affect academic activities among Grade 12 ICT students
in this new normal setting?
How does this new normal setting affect students’ performance?
What are the advantages and disadvantages of this new normal setting?
INPUT How will they cope with the factors that affect their academic activities?
How can be this research will be able to help people in the future
Surveys
Distribution And retrieval of Questionnaire
Tabulation, Analysis and Interpretation of Data
PROCESS
Factors that Affect Academic activities among Grade 12 ICT Students in the New
Normal Setting at Young Achievers School of Caloocan Inc. SY. 2020-2021
OUTPUT
Definitions of Terms
The following terms need to be explained in order to understand the terminologies used
in research: (Conceptually & Operationally)
Computerized - to use a computer to make, do, or control (something): to provide (something)
with computers.: to put (something) into a form that a computer can use.
Covid 19 – A respiratory plague that infects millions of people across the globe. It kills millions
of people; it can simply avoid by using the tactics of social distancing and wearing a facemask.
E-Learning, often known as online learning, is a new means of learning for students and
teachers. E-learning, or online learning, is becoming increasingly popular. Various extraordinary
occurrences occur in our lives, providing chances for schools to guarantee that students have
access to course materials while in class.

Gadget - A technology that can be used to make an easy life and for convenience.
Information Communication Technology (ICT) - refers to innovative technological devices
uses in different professional areas.
The Internet is a global computer network made up of interconnected networks that use
standardized communication protocols to provide a variety of information and communication
services.
Social Relationship - A relationship between two or more individuals It is composed of a
relationship with family and friends.
Students - With this study, students now know the significance of using minimal time on
gadgets and spending time on their family and friends. Also, this will teach them the importance
of sleep.

Chapter 2
Review of Related Literature
This research is supported with various literature and studies of factors that affect
students’ performance relevant to the study. Discussions are presented based on the principles,
observations, and viewpoint of the researcher on the factors affecting academic activities among
ICT students in the new normal setting.
Foreign Literature
Academic Performance and Stress

Several factors, both internal and external, influence the academic success (Bello &
Gumarao, 2016). Stress is one of the elements that influence pupils' academic performance.
According to research done by Crego et al. (2016), academic stress may impair students'
performance. Another study, done by Kötter et al. (2017), stated that greater stress leads to
decreased performance, which leads to more stress. This demonstrates that stress has a
substantial link with academic achievement.
According to Crego et al. (2016), academic stress has a detrimental impact on students'
performance. Their research sought to investigate how additional factors, such as coping
mechanisms and exam-related self-efficacy, could be connected to academic stress and
performance among undergraduate dentistry students in Madrid, Spain. According to the study's
findings, rational coping methods including problem-solving, positive reappraisal, and seeking
social support were adversely related to perceived stress. Emotional coping mechanisms, on the
other hand, such as negative auto-focus and venting negative emotions, were positively related to
academic stress. Furthermore, students' exam-related self-efficacy is favorably and adversely
correlated with cognitive and emotional coping mechanisms, which are largely mediated by
students' perceived stress. The study also discovered that a higher degree of stress during the test
period related to worse average marks, which is partially mediated by students' exam-related
self-efficacy. The study, therefore, concluded that effective coping methods may reduce stress
for dentistry students and, via influencing exam-related self-efficacy assessments, may also lead
to enhanced academic achievement. Bello and Gumarao (2016) conducted another study to
assess students' stress levels and coping methods, as well as their link to academic performance.
The study's findings revealed that there is no substantial link between stress and academic
achievement. Avoidant coping techniques, on the other hand, have a substantial negative
connection with academic achievement. The more avoidant a coping technique is adopted, the
worse the respondents' academic achievement.
Kötter et al. (2017) performed a study in Lübeck, Germany, and concluded that stress and
poor academic performance might establish a vicious loop. As a result, the study was carried out
to comprehend and investigate the link between stress and performance throughout medical
school. The Perceived Medical Stress Instrument (PMSS) was utilized, and it was administered
at two separate times (at the end of freshman year and the end of sophomore year). The results
showed that PMSS scores from two and fourteen months before the first medical examination

were significant predictors of medical students' grades. It was also shown that age and gender
predict academic performance, making older female students a potentially vulnerable risk group
for the vicious loop of stress and low academic performance.
Alyami et al. (2017) studied the link between self-esteem, academic self-efficacy, and
perceived stress to academic performance in research. It was shown that 71% of those polled
were extremely stressed. A multimodal learning approach was also chosen by the majority of
respondents. The study also discovered a weak but statistically significant relationship between
academic achievement and academic self-efficacy. The study did discover, however, that
academic performance does not correspond with reported stress levels.
Ranasinghe et al. investigated the connection between emotional intelligence, perceived
stress, academic achievement, and related variables (2017). Higher emotional intelligence was
related to greater academic achievement among final-year students, according to the study's
findings. Higher levels of emotional intelligence were also linked to a high degree of self-
satisfaction. Meanwhile, individuals with strong emotional intelligence had minimal self-
perceived stress. The study also suggested that improving emotional intelligence might assist
reduce stress and enhance academic achievement.
In a study, Gupta, Singh, and Kumar (2017) looked in the relationship between emotional
intelligence, perceived stress, and academic accomplishment. The data indicated that neither felt
stress nor emotional intelligence was associated with academic stress. Emotional intelligence, on
the other hand, was a strong predictor of felt stress. The researchers determined that medical
students with better emotional intelligence had less stress, whereas neither has a significant link
with academic success.
N and Shastri (2016) found stress causes among high and low academic performance
students in another study named "Stress and Academic Performance." The study's findings
indicated that the majority of students regarded their education to be stressful. Those with high
and low academic performance, as well as students studying pure and applied sciences, varied
considerably in terms of stress causes. The study's results and recommendations were reviewed,
and a stress management enrichment program was implemented.
Llego, Gabriel, and Corpus conducted a correlational study in 2018 to investigate the
impact of stress on nursing students' academic performance. The findings indicated that the
respondents have a moderate degree of stress, and the major source of their academic work was
also the primary source of their stress. The researchers concluded that when respondents' stress
levels rise, so does their academic performance.
Academic Performance and Motivation

Another element that might influence academic success is motivation (Fereidooni-
moghadam et al., 2017). Academic success is predicted by motivation (Dogan, 2017). As a
result, motivation is critical in academic achievement. Higher academic success is also a result of
increased motivation (Kori et al., 2016). Motivation is likely to have a strong link with academic
achievement in this case.

Dogan (2017) investigated the extent to which student involvement, academic self-
efficacy, and academic motivation influence academic success. According to the findings,
cognitive involvement predicts academic achievement but not emotional or behavioral
engagement. Furthermore, academic self-efficacy and academic drive have a good and
substantial association with academic success.
Cetin (2015) conducted a similar study in the Early Childhood Education Department to
examine if academic motivation and academic self-regulated learning are predictors of students'
GPAs. According to the findings, there is no link between GPA and academic motivation or
academic self-regulation.
Fereidooni-moghadam et al. (2017) did a study to examine the link between achievement
motivation and academic performance. According to the study's findings, there is a substantial
relationship between academic success and achievement motivation. It was also shown that there
is a substantial negative association between accomplishment motivation, age, and educational
words.
Bolkan, Goodboy, and Kelsey (2015) investigated the hypothesis that the effect of
teacher clarity on learning is dependent on students' motivation in research. The study's findings
revealed that even with clear training, test scores did not improve when students' motivation was
low. However, when students' motivation is high and specific teaching is provided, test results
rise. The study revealed that under situations of great clarity in instruction, pupils with higher
motivation outperformed those with lesser drive.
Isik et al. (2018) did a similar study to see if the study method was a mediator between
the kind of motivation and academic achievement. The study also looked at whether these
relationships differed for pupils of ethnic backgrounds. The study suggested that increased
autonomous motivation favorably connects with academic achievement via deep and
accomplishing study strategies but negatively correlated via surface study approach. The findings
revealed that attaining ethnic minority students' strategies for autonomous motivation is
favorably related to GPA.
Akomolafe and Adesua performed research in 2016 to investigate the role of physical
amenities in improving the level of motivation and academic performance of senior high school
students in southwest Nigeria. The study's findings revealed a link between physical amenities,
student motivation, and academic achievement. According to the study, high-quality physical
facilities can inspire children to learn, which enhances academic achievement.
Bailey and Phillips investigated the link between motivation, university adaptability, and
markers of mental health and well-being, as well as academic success (2015).
According to the findings, intrinsic motivation is related with higher subjective well-
being, meaning in life, and academic achievement.
Extrinsic motivation was shown to have minimal connections with other factors, and it
was linked to bad results.
Local Literature

Examining Factors Influencing Students achievement in mathematics
According to the National Statistics Coordination Board (NSCB), full-time employees

accounted for 64.3 percent of total employment in July 2010, while part-time workers accounted
for 35.0 percent. In July 2010, the number of unemployed people was projected to reach 6.5
million, putting the current underemployment rate at 17.9%. During the reference week, more
over half of the total underemployed (58.1%) were recorded as obviously underemployed or
working fewer than 40 hours. 40.4 percent of people worked 40 hours or more each week. The
agriculture industry (46.7 percent) and the service sector (46.7 percent) employed the majority of
the unemployed (37.8 percent). In the industrial sector, 15.5 percent of the unemployed were
underemployed.
CHED reports that hardly half of working student complete college.
MANILA, Philippines – According to the latest data from the Commission on Higher
Education, over 216,000 students in the country are presently balancing school and employment
(CHED). This represents roughly 8% of the country's total number of college students. Apart
from their typical stints as library and research assistants, working students nowadays are
primarily involved in food service, entertainment, and sales, according to CHED. "Kailangan
nila ng increased revenue dahil sa financial crisis," said lawyer Julito Vitriolo, officer-in-charge
of CHED's executive director's office. Because of increasing commodity costs and tuition
expenses, these students are obliged to work, according to Vitriolo. Jerry Rontal, who works in a
hospital delivering oxygen tanks. Rontal is presently studying Criminology and will have to pay
a P24,000 tuition fee this semester. The price does not include book, uniform, or public
transportation costs. "Humangat sa hirap ang gusto ko. Kakayanin po eh, kailangan po eh,
kakayanin po eh, kakayanin po eh, Walang mangyayari kung hindi ako kikilos "Rontal said.
Despite their best efforts, many working students find it difficult to reconcile job and education.
According to the CHED, only half of working student complete college because many are unable
to manage and concentrate on their academics, others are ill, and others drop out due to a lack of
finances. Working students should seek employment that are less demanding and more directly
connected to their degrees, according to CHED. Bernadette Sembrano of ABS-CBN News
contributed to this report.
Foreign Study
Effects of Teaching/Learning Facilities on School Performance

According to Karemera (2003), students' performance is linked to their happiness with
the academic environment, as well as the library, computer lab, and other vital amenities in the
school. In terms of background characteristics, he discovered a favorable relationship between
high school performance and school achievement, but no statistical evidence of a significant

relationship between family income level and kid academic performance. According to Robert et
al (2011), members of the educational board will be educated, and their impact on the school will
be beneficial; professional growth is necessary for student learning. A student's study effort and
proper use of the institution's facilities, as well as a good match between the students' learning
styles, all have a favorable impact on the student's success (Norhidayah Ali, et. al, 2009). In
Pakistan, Young (1999) believed that student performance is linked to the use of the library and
the level of parental education. The utilization of the library has a positive impact on student
achievement. Students' academic environment is a powerful component that has a good
association with their fathers' education and grade level (Kirman &Siddiquah, 2008).
Local Study
Bagongon&Edpalina (2009) proposed a study to look into the probable link between
study habits and the elements that influence them and academic success of Xavier University-
Ateneo de Cagayan undergraduate students. They looked at how time management, learning
skills, and study skills affected students' study habits as independent factors. The research also
looks at the elements that influence a student's study habits and therefore his or her academic
success. The researchers intended to investigate the elements that influence study habits in this
light.

Chapter 3
RESEARCH DESIGN RESEARCH METHODOLOGY
This chapter focused on the methodology that was used in the study. It dealt with
research design, Research Method, Method of Gathering, Development of Research
Instrument, Sampling Design, location of the study, research instruments, validity instruments,
reliability of instruments, data collection procedures and ethical considerations.
Research Design
The researcher surveyed grade 12 Information and Communications Technology students
at Young Achievers School of Caloocan for this study. In their study, the researchers employed a
cross-sectional descriptive approach. Cross-sectional Surveys, case studies, and observations
were used as descriptive methods. The researcher will visit and engage with grade 12 ICT 2
students at Young Achievers School of Caloocan to distribute the questionnaire and observe the
surroundings using the cross-sectional descriptive technique. It will be easy for the researcher to
collect data using this approach.
Research Method
The cross-sectional descriptive approach was employed by the researchers. It contains in-
depth explanations of a specific scenario, as well as observations and document evaluation.
Cross-sectional research investigations are based on observation of distinct groups of people at
the same time. This means the researcher does not use an experimental technique and hence does
not modify any variables. Its cross-sectional research study may be utilized to describe the
group's features.
Method of Gathering
A soft copy permission will be given for the authorization of the practical research
instructor at Young Achievers School of Caloocan (YASC) prior to the administration of the
study, outlining the nature and objective of the study. Individuals will sign and authorize all
correspondence. The study was carried out after the researchers' request was granted. To collect
data, the researchers utilized a survey questionnaire. The survey questionnaire included of
questions related to the problem statement. As a result, this survey is accurate and trustworthy
because all respondents will be given the identical questions to fill out. Also, at the very end they
must answer about what they think about the solutions we presented to them for. It will be easier
to analyse the gathered information.
Development of Research Instrument

The instrument used in the study was a questionnaire developed by the researcher which
is composed three parts. The first part of the questionnaire is on [First part of the survey]. The

second part is on the [Second part of the survey]. which used the 5 – point – Likert scale ranging
from 1-Never, 2-Rarely, 3-Seldom, 4-Often, and 5 –Always. Also, at the very end the third part
is we will have a closed ended question about the solution we presented, Will they agree?
Sampling Design
Sampling is the act, method, or technique of selecting an appropriate smaller population
of a representative section of a population for the purpose of ascertaining parameters or
characteristics of the entire population is known as sampling.
The researchers utilized simple random sampling to identify the responders among the
students in this study. The researchers used 50 ICT students among the students who took part in
the survey. The study employed simple random selection to choose 15 girls and 35 boys’
students, respectively. (The number was imaginary since we didn’t conduct the survey yet)
Research Environment
The study was conducted at
Young Achievers School of Caloocan
the YASC campus is situated in
Barangay 171 Zone 15, Bagumbong,
Caloocan City, near the boundaries of
Meycauayan, Bulacan, Valenzuela
City, and Quezon City.

Statistical Treatment
After the data gathering, we researchers will be tabulated, analysed, and interpreted the
information we gathered using the following statistical method and techniques.
1. Frequency and percentage. This was used to summarize the data gathered from the survey
questionnaire the respondents will answer.
2. Mean. will be used to get average score of the respondent's answer.
Formula: X =
∑x
N
Where:
X = Mean,
∑ x = sum of all score, and

N = Number of cases

Chapter 4
Results and Discussions
Presentation, Analysis, and Interpretation of Data
This chapter is dedicated to present analysis and interpretation of data that the researchers
gathered for the results. Results will be followed by a discussion of search findings. The findings
relate to the research questions that guided the study. Data were analysed to identify, describe,
and explore the factors that affects students’ academic achievements in the new normal setting at
Young Achievers School of Caloocan Inc. SY. 2021-2022.

Section I
Table 1: Number of respondents who use Wi-Fi for Online Classes.
CHOICES f Percentage (%)

Yes 0 0%
No 0 0%
Graph 1: Number of respondents who use Wi-Fi for Online Classes.
Table 2: Number of respondents who have access to the internet at all times.

Yes 0 0%
No 0 0%
Graph 2: Number of respondents who have access to the internet at all times.

Table 3: Number of respondents who study in a loud environment.

Yes 0 0%
No 0 0%

Graph 3: Number of respondents who study in a loud environment.

Table 4: Number of respondents who have a peaceful study area.

Yes 0 0%
No 0 0%
Graph 4: Number of respondents who have a peaceful study area.

Table 5: Number of respondents who have a good device that you could use

Yes 0 0%
No 0 0%

Graph 5: Number of respondents who have a good device that you could use

Table 6: Number of respondents whose family interfering with your online class

Yes 0 0%
No 0 0%
Graph 6: Number of respondents whose family interfering with your online class

Table 7: Number of respondents whose social media interfering with their online class?

Yes 0 0%
No 0 0%
Graph 7: Number of respondents who social media interfering with their online class?
Table 8: Number of respondents whose online class being disrupted by a classmate/


Yes 0 0%
No 0 0%
Graph 8: Number of respondents whose online class being disrupted by a classmate.

Section II
Part A. Identifying factors that affecting students’ academic performance
Table 1: Number of respondents who prefer online class over face-to-face class

Yes 0 0%
No 0 0%
Table 2: Number of respondents whose having insufficient devices is affecting your
grades

Yes 0 0%
No 0 0%
Table 3: Number of respondents whose slow internet connection affecting their academic
success in an online class.

Yes 0 0%
No 0 0%
Table 4: Number of respondents whose staying up too late affects their academic
performance.

Yes 0 0%
No 0 0%

Table 5: Number of respondents whose parents scold them because of their gadgets?
Yes 0 0%
No 0 0%
Table 6: Number of respondents whose socializing with your friends affects their
academic performance.

Yes 0 0%
No 0 0%
Table 7: Number of respondents who’s their BF or GF's relationship affecting their
academic performance.

Yes 0 0%
No 0 0%
Table 8: Number of respondents who answer that playing online games or surfing the
internet has a negative influence on your schoolwork?

Yes 0 0%
No 0 0%
Table 9: Number of respondents who answer that noise in their study environment
affecting their academic performance.

Yes 0 0%
No 0 0%
Table 10: Number of respondents who have satisfied with their academic achievement in
this new normal class setting.

Yes 0 0%

No 0 0%
Table 11: Number of respondents who answers academic achievement in this new
regular class setup excellent.

Yes 0 0%
No 0 0%

Table 12: Number of respondents who answer that their locality suitable for them to
concentrate on their online class.

Yes 0 0%
No 0 0%
Table 13: Number of respondents who have a family encouraging them to study in order
to improve their academic achievement at school.

Yes 0 0%
No 0 0%
Table 14: Number of respondents who have a fast internet connection to help them learn
more quickly online.

Yes 0 0%
No 0 0%

Table 15: Number of respondents who have any other methods of coping with their
studies.

Yes 0 0%
No 0 0%
Part B. Identifying factors that affecting students’ academic performance
Table 1: Number of respondents who answer that their family is a source of distraction in
online class.

5 (always) 0 0%
4 (Most of the time) 0 0%
3 (seldom) 0 0%
2 (Rarely) 0 0%
1 (Never) 0 0%

Table 2: Number of respondents who answer that they get anxious and lose your self-
confidence when their parents fight.

5 (always) 0 0%
3 (seldom) 0 0%
2 (Rarely) 0 0%
1 (Never) 0 0%
Table 3: Number of respondents who answer that their relationship interfere with their
ability to do schoolwork.

5 (always) 0 0%
3 (seldom) 0 0%
2 (Rarely) 0 0%
1 (Never) 0 0%

Table 4: Number of respondents who answer that they get distracted when they’re in an
online class?

5 (always) 0 0%
3 (seldom) 0 0%
2 (Rarely) 0 0%
1 (Never) 0 0%
Table 5: Number of respondents who answer that they have any unanticipated
occurrences with your device, such as a hang or sluggish internet.

5 (always) 0 0%
3 (seldom) 0 0%
2 (Rarely) 0 0%
1 (Never) 0 0%

Section III
Table 1: Number of the respondents who agree and disagree to make a class schedule
that works for you.
Choices f Percentage (%)

Agree 0 0%
Disagree 0 0%
` Table 2: Number of the respondents who agree and disagree to look for a location that is
free of distractions.

Agree 0 0%
Disagree 0 0%
Table 3: Number of the respondents who agree and disagree to pay attention to your
instructor as you go through the challenges.

Agree 0 0%
Disagree 0 0%
Table 4: Number of the respondents who agree and disagree to locate a high-speed
internet connection at your home to maintain the classes.

Agree 0 0%
Disagree 0 0%
Table 5: Number of the respondents who agree and disagree to have access to support
devices that can assist them in troubleshooting technological issues through phone, email, or live
chat.

Agree 0 0%
Disagree 0 0%
Table 6: Number of the respondents who agree and disagree to avoid any distractions
that may interfere with your study.

Agree 0 0%
Disagree 0 0%

Table 7: Number of the respondents who agree and disagree to prevent missing live
lectures or sessions, make sure you arrange time for breaks and focus on studying as directed.

Agree 0 0%
Disagree 0 0%
Table 8: Number of the respondents who agree and disagree to “On a daily basis, you
might make a list of activities”.

Agree 0 0%
Disagree 0 0%
Table 9: Number of the respondents who agree and disagree to attending on time to
school and not being late for class

Agree 0 0%
Disagree 0 0%
Table 10: Number of the respondents who agree and disagree to “As a student, you must
be accountable for carrying out your responsibilities”.

Agree 0 0%
Disagree 0 0%
Table 11: Number of the respondents who agree and disagree to avoid being late for
class, get up early.

Agree 0 0%
Disagree 0 0%
Table 12: Number of the respondents who agree and disagree to complete the activities
to submit to the teacher.

Agree 0 0%
Disagree 0 0%

Chapter 5
Conclusions and Recommendations
This chapter presents the findings of the study; the findings are presented under three themes.
First theme is about the effects of English as language of instruction (LOI) capacity among
students and the academic achievement of students. Second is the effects of the teaching and
learning resources on the academic performance of students and lastly, the effects of guidance
and counseling on the students’ academic performance.
Summary of findings, Conclusions and Recommendations

This presents the summary, the major findings, conclusions and recommendations of the
study on “Factors that Affect Academic activities among Grade 12 ICT Students in the New
Normal Setting at Young Achievers School of Caloocan Inc. SY. 2021-2022”. From the
findings, conclusions were drawn, and recommendation were presented.
In millennium generation gadgets is part of people daily living now a days. Gadgets is use in
many ways like contacting relatives, researching for the study and use for entertainment.
However, with the advancement of these gadgets, there has been a growing concern regarding
the effects of these gadgets to the mental health of the students in YASC.
The researchers made a study that aimed to determine the Effect of Using Too Much Gadget to
Mental Health of grade 11 ICT students. They also sought to answer the following research
questions: (1) How a student of ICT 2 in YASC can be mentally affected by using too much time
on gadgets? (2) What are the effects of overusing gadgets? on ICT student in YASC (3)
Factors that Affect Academic activities among Grade 12 ICT Students in the New Normal
Setting at Young Achievers School of Caloocan Inc. SY. 2021-2022
What are the practical solutions to stop the over usage of gadgets? (4) How effective this
research for the students that wanted to stop habit of over usage of gadgets?
The study used the cross-sectional descriptive research method and conducted a survey using a
researcher – made questionnaire to grade 11 Information and Communications Technology
students at Young Achievers School of Caloocan – Senior High School Department during
School Year 2020 – 2021 on the 22nd of April 2021.
The researchers used frequency and percentage to determine the data gathered from the survey
questionnaires the respondents will also be used to summarize the gathered data.

SUMMARY OF FINDINGS
1. How a student of ICT in YASC can be mentally affected by using too much time on
gadgets?

References:
 Akomolafe, C. & Adesua, V. (2016). The Impact of Physical Facilities on Students' Level
of Motivation and Academic Performance in Senior Secondary Schools in South West
Nigeria. Journal of Education and Practice, Vol. 7(No. 4, p38-42). Retrieved from
https://eric.ed.gov/?id=EJ1092365.
 Alyami et al. (2017). The Impact of Self-Esteem, Academic Self-Efficacy and Perceived
Stress on Academic Performance: A Cross-Sectional Study of Saudi Psychology
Students. European Journal of Educational Sciences, Vol. 4(No. 3, ISSN 1857-6036).
http://ejes.eu/wp-content/uploads/2017/09/4-3-5.pdf
 Bailey, T. & Phillips, L. (2015). The influence of motivation and adaptation on students'
subjective well-being, meaning in life and academic performance. Higher Education
Research & Development, Vol. 35(Issue 2, p201-216).
https://selfdeterminationtheory.org/wp-content/uploads/2015/11/The-influence-of-
motivation-and-adaptation-on-students----subjective-well-being-meaning-in-life-and-
academic-performance.pdf
 Bello, D. & Gumarao, M. (2016). Stress Coping Strategies, and Academic Performance
of Dentistry Students. AUP Research Journal, Vol. 19(No.2). Retrieved from
http://www.aup.edu.ph/alumni/wp-content/uploads/Vol-19-No-2-Research-Journal-July-
2016.pdf#page=37.
 Bolkan, S., Goodboy, A. & Kelsey, D. (2015). Instructor Clarity and Student Motivation:
Academic Performance as A Product of Students' Ability and Motivation to Process
Instructional Material. Communication Education, Vol. 65(Issue 2, p129-148).
https://www.academia.edu/45074515/Academic_Stress_Academic_Motivation_and_Its_
Relationship_on_the_Academic_Performance_of_the_Senior_High_School_Students
 Ҫetin, B. (2015). Academic Motivation and Self-Regulated Learning In Predicting
Academic Achievement In College. Journal of International Education Research –
Second Quarter, Vol. 11(No. 2). Retrieved from
https://files.eric.ed.gov/fulltext/EJ1060062.pdf.
 Crego et al. (2016). Stress and Academic Performance in Dental Students: The Role of
Coping Strategies and Examination-Related Self-Efficacy. Journal of Dental Education,
Vol. 80(Issue 2, p165-172). Retrieved from
http://www.jdentaled.org/content/80/2/165.short.
 Dogan, U. (2017). Student Engagement, Academic Self-efficacy, and Academic
Motivation as Predictors of Academic Performance. The Anthropologist, Vol. 20(Issue 3,
p553-561).
https://www.academia.edu/45074515/Academic_Stress_Academic_Motivation_and_Its_
Relationship_on_the_Academic_Performance_of_the_Senior_High_School_Students.

 Fereidooni-moghadam et al. (2017). Relationship between Achievement Motivation and

Academic Performance in Nursing and Midwifery Students at Ahvaz Jundishapur
University of Medical Sciences in 2014-2015. Journal of Research Center for Medical
Education Development. Vol. 8(Issue 3, p335-344). Retrieved from
http://journals.ajums.ac.ir/article_79874.html.
 Gupta, R., Singh, N., Kumar, R. (2017). Longitudinal predictive validity of emotional
intelligence on first year medical students perceived stress. BMC Medical Education.
https://link.springer.com/content/pdf/10.1186/s12909-017-0979-z.pdf
 Isik et al. (2018). The role of study strategy in motivation and academic performance of
ethnic minority and majority students: a structural equation model. Advances in Health
Sciences Education, Vol. 23(Issue 5, p921-935). Retrieved from
https://link.springer.com/article/10.1007/s10459-018-9840-3.
 Karemera, D. (2003). The Effects of academic environment and background
characteristics on students. Retrieved from https://www.semanticscholar.org/paper/The-
effects-of-academic-environment-and-background-Karemera-
Reuben/837f239ab10a086e278a8ad54dc1ea3a03705770
 Kötter et al. (2017). Perceived Medical School stress of undergraduate medical students
predicts academic performance: an observational study. BMC Medical Education.
https://link.springer.com/content/pdf/10.1186%2Fs12909-017-1091-0.pdf
 Llego, J., Gabriel, E., Corpus, J. (2018). A Correlational Study on the Stress Level and
Academic Performance of Nursing Students. Journal of Basic and Applied Research, Vol.
4(Issue 4, p83-87) Retrieved from https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=3306863.
 Noson, V. & Shastri, S. (2016). Stress and Academic Performance. The International
Journal of Indian Psychology, Vol. 3(Issue 3, No. 4, https://ijip.in/articles/stress-and-
academic-performance/
 Ranasinghe et al. (2017). Emotional intelligence perceived stress and academic
performance of Sri Lankan medical undergraduates. BMC Medical Education.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-017-0884-5

APPENDIX A
Sample Unanswered Questionnaire
Factors that Affect Academic activities among Grade 12
ICT Students in the New Normal Setting at Young
Achievers School of Caloocan Inc.
SY. 2021-2022
Questionnaire
Name: ____________________________________ Section: _____________ Age:
__________
I.
 Did you use Wi-Fi for Online Classes?
Yes No
 Do you have access to the internet at all times?
Yes No
 Do you study in a loud environment?
Yes No
 Do you have a peaceful study area?
Yes No
 Do you have a good device that you could use?
Yes No
 Is your family interfering with your online class?
Yes No
 Is social media interfering with your online class?
Yes No
 Is your online class being disrupted by a classmate?
Yes No

II
A. Identifying factors that affecting students’ academic performance
Statement Yes No
Do you prefer online class over face-to-face class?
Is it conceivable that having insufficient devices is affecting your grades?
Is a slow internet connection affecting your academic success in an online
class?
Is it true that staying up too late affects your academic performance?
Did your parents scold you because of your gadgets?
Is it true that socializing with your friends affects your academic performance?
Is your BF or GF's relationship affecting your academic performance?
Is it conceivable that playing online games or surfing the internet has a negative
influence on your schoolwork?
Is your part-time job affecting your academic performance?
Is the noise in your study environment affecting your academic performance?
Are you satisfied with your academic achievement in this new normal class
setting?
Is your academic achievement in this new regular class setup excellent?
Is your locality suitable for you to concentrate on your online class?
Is your family encouraging you to study in order to improve your academic
achievement at school?
Does having a fast internet connection help you learn more quickly online?
Do you have any other methods of coping with your studies?
B. Negative factors that affecting students’ performance.

Statement 5 always 4 often 3 2 1 never
seldom rarely
Is your family a source of distraction in
class?
Do you get anxious and lose your self-
confidence when your parents fight?
Does your relationship interfere with your
ability to do schoolwork?
How often you get distracted when you're
in an online class?
Do you have any unanticipated
occurrences with your device, such as a
hang or sluggish internet?

III. Solution
Solution Agre Disagree
e
Make a class schedule that works for you.
Look for a location that is free of distractions.
Pay attention to your instructor as you go through the challenges.
find a high-speed internet connection at your home
Students should be provided access to support devices that can help them
solve technical problems via call, email or live chat.
pay attention to your instructor during the process of solving the issues.
Try to avoid distractions that can affect your learning.
make sure that you set time for breaks and focus on learning as scheduled
to avoid missing live classes or sessions.
You can prepare a list of activities on an everyday basis
Arriving on time to school and not being late for class
As a student, you must be accountable for carrying out your
responsibilities.
To avoid being late for class, get up early.
To submit to the teacher, complete the activities.

APPENDIX B
Letter to the Teacher
October 11, 2021
Jhonalyn Macapugay
Practical Research Teacher
Young Achievers School of Caloocan Inc
Deparo Rd, Barangay 171, Caloocan, Metro Manila
Dear Ma’am,
We are student at Young Achievers School of Caloocan. As one of our requirements in
Practical Research subject, we are going to conduct a study entitled “Factors that Affect
Academic activities among Grade 12 ICT Students in the New Normal Setting at Young
Achievers School of Caloocan Inc. SY. 2021-2022” The objective of the study is: (1) to
determine the factors that affect academic activities/ performance among grade 12 ICT students
in the new normal setting at young achievers’ school of Caloocan inc. SY 2020-2021, (2) to
determine what are the negative factors that affect students’ academic performance. It is hoped
that this study shall help the students and local community to minimize and to avoid the negative
factors that affect students’ performance, (3) what are the practical solutions to this problem of
students getting affected by these factors that affect their overall performance.
In this regard, we would like to request your permission that we are allowed to conduct the study
in your class (ICT 2).
Your approval would certainly contribute to the success of this research project.
We sincerely pray and hope for your kind and consideration and favorable response.
Respectfully yours
JHON KENETH RYAN B. NAMIAS

KAYE TUAZON
JOHN COY SIBAYAN
JUN MARK PALAHANG
JAMES VINCENT LAVAPIE
CHRISTIAN OCAMPO
ADRIAN BADONG

Student Researchers
Noted by.
JHONALYN MACAPUGAY

APPENDIX C
Letter to the Respondents
October 11, 2021

Dear Respondent,
Mabuhay YASC!
We are student at Young Achievers School of Caloocan. As one of our requirements in
Practical Research subject, we are going to conduct a study entitled “Factors that Affect
Academic activities among Grade 12 ICT Students in the New Normal Setting at Young
Achievers School of Caloocan Inc. SY. 2021-2022” The objective of the study is: (1) to
determine the factors that affect academic activities/ performance among grade 12 ICT students
in the new normal setting at young achievers’ school of Caloocan inc. SY 2020-2021, (2) to
determine what are the negative factors that affect students’ academic performance. It is hoped
that this study shall help the students and local community to minimize and to avoid the negative
factors that affect students’ performance, (3) what are the practical solutions to this problem of
students getting affected by these factors that affect their overall performance.
In this regard, we (Group 1) would like to request your participation in the said study. We assure
you that your responses shall only be used for the study and that they shall be kept confidential.
We sincerely pray and hope for your kind and consideration and favorable response.
Respectfully yours
JHON KENETH RYAN B. NAMIAS

KAYE TUAZON
JOHN COY SIBAYAN
JUN MARK PALAHANG
JAMES VINCENT LAVAPIE
CHRISTIAN OCAMPO
ADRIAN BADONG
Student Researchers

Noted by:
JHONALYN MACAPUGAY

APPENDIX E
DOCUMENTATIONS
This image shows the survey form and the letter to the respondents in Grade 12 Information and
Communication Technologies Students in section ICT 1.

APPENDIX F
CURRICULUM VITAE
Name: Jhon Keneth Ryan B. Namias

Section: ICT 2
Address: 936 Llano Rd. Caloocan City
Birthday: September 9, 2003
Age: 17
Contact Number: 09272533969
E-mail Address: jkrbn99@gmail.com

Group-1-Pr2-Research 1 02

Uploaded by

Copyright:

Available Formats

Group-1-Pr2-Research 1 02

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group-1-Pr2-Research 1 02

Uploaded by

Copyright:

Available Formats

Young Achievers’ School of Caloocan

Factors that Affect Academic activities among Grade 12

Submitted to our Practical Research Teacher

October 12, 2021

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph.

Statement of the Problem

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 2.

Purpose/ Objective of the Study

Significance of the Study

Scope and Delimitation

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 3.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 4.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 5.

Academic Performance and Stress

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 6.

Academic Performance and Motivation

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 7.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 8.

Examining Factors Influencing Students achievement in mathematics

According to the National Statistics Coordination Board (NSCB), full-time employees

Effects of Teaching/Learning Facilities on School Performance

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 9.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 10.

Development of Research Instrument

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 11.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 12.

∑ x = sum of all score, and

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 13.

Presentation, Analysis, and Interpretation of Data

Young Achievers School of Caloocan Inc. SY. 2021-2022.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 14.

CHOICES f Percentage (%)

Graph 1: Number of respondents who use Wi-Fi for Online Classes.

CHOICES f Percentage (%)

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 15.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 16.

Table 3: Number of respondents who study in a loud environment.

CHOICES f Percentage (%)

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 17.

Graph 3: Number of respondents who study in a loud environment.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 18.

Table 4: Number of respondents who have a peaceful study area.

CHOICES f Percentage (%)

Graph 4: Number of respondents who have a peaceful study area.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 19.

CHOICES f Percentage (%)

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 20.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 21.

CHOICES f Percentage (%)

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 22.

CHOICES f Percentage (%)

Table 8: Number of respondents whose online class being disrupted by a classmate/

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 23.

CHOICES f Percentage (%)

Graph 8: Number of respondents whose online class being disrupted by a classmate.

No. 7 Bagumbong Road, Bagumbong 1421 Caloocan 288758820 www.yasc.edu.ph P a g e | 24.

CHOICES f Percentage (%)

CHOICES f Percentage (%)

success in an online class.