DIVINE MERCY INTEGRATED ACADEMY OF VILLAREAL FOUNDATION INC.

School ID: 409263

San Miguel Street Brgy. Soledad Villareal, Samar 6717
“BE TRANSFORMED AND MAKE A DIFFERENCE”

POLITICAL LITERACY OF SENIOR HIGHSCHOOL STUDENTS

AT DIVINE MERCY INTEGRATED ACADEMY

A Research Presented to
Science, Technology, Engineering, and
Mathematics Senior High School Students of
Divine Mercy Integrated Academy of Villareal Foundation Inc.

Group I
Aboga, Zayrah V.
Almaden, Jake Jansen G.
Castillano, Denver H.
Caveiro, Jeannine Claisse L.
Gabral, Joekim P.
Lacambra, Angelo C.

May 2023
 TABLE OF CONTENTS

Chapter I- THE PROBLEM AND ITS SCOPE

Rationale
The Problem
Theoretical Framework
Significance of the Study
Scope and Limitation
Definition of Terms

Chapter II- REVIEW OF THE RELATED LITERATURE AND STUDIES

Related Literature
Related Studies

Chapter III- METHODOLOGY

Research Design
Locale of the Study
Research Respondents
Data Gathering Procedure
Data Scoring/ Instrumentation

Chapter IV- INTERPRETATION OF DATA

Result/ Findings and Analysis Discussion

Chapter V- SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings
Conclusion
Recommendation
 LIST OF TABLES
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
Table 7
Table 8
Table 9
Table 10
Table 11
Table 12
Table 13
Table 14
 LIST OF FIGURES
Figure 1
Figure 2
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

In today's increasingly complex and interconnected world, political literacy has emerged

as a critical skill for individuals to navigate and understand global issues such as climate change,

economic inequalities, and human rights (Garcia et al., 2022). Without a solid understanding of

political systems and processes, individuals may struggle to advocate for meaningful change and

effectively engage in discussions on these pressing matters (Lewandowsky et al., 2021). Political

literacy empowers individuals to critically analyze political information, evaluate narratives,

discern credible sources, fact-check claims, and recognize manipulative tactics employed in

political messaging (Gentzkow & Shapiro, 2020). This ability to engage with information

critically is crucial for making informed decisions and resisting the influence of disinformation

campaigns that are prevalent in our digital age (Guess et al., 2020).

Among the various segments of society, the importance of political literacy is particularly

pronounced among students, especially those in senior high school (SHS). These students are the

future leaders and active participants in democratic processes, making it essential to foster their

political literacy (Kahne et al., 2021). By integrating political literacy into the curriculum,

educational institutions can equip students with the knowledge, skills, and values necessary for

active citizenship and democratic participation (Smetana et al., 2022). SHS students are at a

formative stage in their lives when they develop their values, beliefs, and attitudes towards
politics, governance, and societal issues (Dalton & Welzel, 2020). Hence, fostering political

literacy among SHS students is crucial for promoting their active engagement in civic affairs and

preparing them to be responsible members of society.

Research studies have consistently shown a lack of comprehensive understanding of

political systems, institutions, and processes among young individuals globally (Bolsen et al.,

2021). This knowledge gap poses a potential threat to the sustainability of democratic societies,

as youth face challenges in critically analyzing political information, engaging in discussions,

and participating in civic activities (Prior, 2022). Unfortunately, the context in the Philippines is

no exception. Despite having a large youth population, Filipino youth encounter obstacles in

terms of political engagement and awareness due to limited civic education, a lack of

opportunities for youth participation, and disillusionment with traditional political processes

(Fonte et al., 2023).

Recognizing the significance of political literacy and youth participation, the Philippines

has enacted the Sangguniang Kabataan (SK) Reform Act of 2015, aimed at promoting youth

involvement in local governance and decision-making processes (National Youth Commission,

2016). Additionally, the K–12 curriculum in the Philippines includes subjects such as Araling

Panlipunan (Social Studies) and Edukasyon sa Pagpapakatao (Values Education), which lay the

foundation for political literacy among SHS students by covering topics related to government,

citizenship, human rights, and social issues (Department of Education, 2020).

To address the gaps, challenges, and improvement opportunities in political literacy,

conducting research on the political literacy of SHS students at Divine Mercy Integrated

Academy of Villarreal Foundation Inc. (DMIAVFI) is crucial. This research will enable the
identification of the current state of political literacy among DMIAVFI's students and provide

valuable insights into their knowledge, attitudes, and engagement in political matters. By

understanding these factors, tailored interventions and educational programs can be developed to

enhance the political literacy of DMIAVFI's students, foster their active engagement in civic

affairs, and promote a culture of informed decision-making.

Moreover, this research aligns with national policies such as the SK Reform Act of 2015,

further highlighting its relevance and importance. The findings from the study will contribute to

the ongoing efforts in integrating political literacy education into the curriculum, aligning

educational practices with the broader goals of promoting active citizenship and youth

participation in governance.

By conducting research on the political literacy of SHS students at Divine Mercy

Integrated Academy of Villarreal Foundation Inc. (DMIAVFI), this study will contribute to the

existing body of knowledge and address the pressing need for enhancing political literacy among

Filipino youth. The current state of political literacy among DMIAVFI's students will be

evaluated, and strategies and interventions can be developed based on the findings to promote

informed decision-making, active citizenship, and a stronger democratic society.

THE PROBLEM

This research aims to review the political literacy of Senior High School students of Divine

Mercy Integrated Academy of Villareal Foundation Inc. (DMIAVFI) and private data that can be

used as a guide to see if the Senior High School is politically literate.

1. What is the demographic profile of Senior High School students?

1.1 Age

1.2 Sex

1.3 Strand

1.4 If they have relatives who are involved in political activities or who hold public

office.

2. What is the level of political knowledge of senior high school students in DMIAVFI?

3. What are the attitudes of senior high school students towards politics?
THEORETICAL FRAMEWORK

The theoretical framework of this study draws upon the social learning theory proposed

by Bandura (2008), which provides insights into the factors influencing levels of political trust.

According to this theory, individuals acquire and adopt new behaviors through observation and

imitation of others in their social environment. By comprehending the influence of social and

environmental factors on behavior, the social learning theory offers a lens to understand how

individuals develop their political trust through social interactions.

Supporting the central role of mediators, recent studies have highlighted the significance

of sanction, clarity, and status in shaping the relationship between sources of influence and

observers. For instance, Smith and Louie (2019) examined the impact of social sanctioning on

political trust and found that individuals who perceived stronger social approval or disapproval

were more likely to have higher levels of political trust. Moreover, research by Jones et al.

(2021) emphasized the importance of clarity in political communication, showing that clear and

consistent messaging from political actors positively influenced individuals' trust in political

institutions. Additionally, studies by Lee and Merolla (2018) demonstrated the role of status in

political trust formation, indicating that individuals with higher social status tend to exhibit

greater trust in political institutions.

To explore these dynamics, the study employs a comprehensive research design that

encompasses multiple social entities, including mothers, fathers, peers, and schools. Recent

research by Rosenstone and Hansen (2020) focused on the impact of parental socialization on

political trust and found that both mothers and fathers significantly influenced their children's
political trust development. Additionally, studies by Xie and Shi (2019) emphasized the influence

of peer networks on political socialization, highlighting how peers can shape an individual's

political trust through interactions and shared experiences. While the role of schools in shaping

political trust remains a topic of exploration, studies by Hess and Kenski (2021) have examined

the impact of civic education programs on political knowledge and trust, suggesting that schools

can play a role in fostering political awareness and trust among students.

Furthermore, the study incorporates the cognitive mobilization theory of civic literacy

proposed by Dalton (2008), which underscores the connection between political knowledge,

awareness, and participation. Recent studies by Henn and Weinstein (2019) have shown that

individuals with higher levels of civic literacy exhibit greater political awareness and

engagement. These findings align with the argument made by Maboloc (2018) that youth

participation is crucial for social reform and relies on the education and critical thinking of

young people. Moreover, empirical studies exploring democratic theories, as proposed by Dahl

(2013), have revealed low levels of civic competence among the public and a growing trend of

political ignorance in industrial democracies. This raises important questions about the level of

political knowledge and engagement within the general population.

This study builds upon the social learning theory to understand the formation of political

trust, incorporating recent studies and theories. By examining the mediators of sanction, clarity,

and status, and considering the influences of parents, peers, and schools, the study aims to

provide a comprehensive understanding of the factors contributing to political trust formation.

Additionally, by exploring the implications of cognitive mobilization theory and the importance

of civic literacy, particularly among young people, the study addresses the level of political

knowledge and engagement within the public.

 SIGNIFICANCE OF THE STUDY

This research aims to enhance high school students' ability to understand and address

social issues within their country's political landscape. The goal is to inspire students to actively

raise awareness and contribute to the resolution of political and social challenges faced by their

generation. The intended outcomes of this study include increased awareness of political issues

among students, fostering positive attitudes towards politics, and enhancing students'

competencies to actively engage in managing government and public affairs.

This research particularly aims to benefit the following groups:

STUDENTS: This study improves students' political knowledge, understanding, and

engagement. It explores factors shaping their attitudes and behaviors, informing interventions for

increased participation and civic readiness.

EDUCATORS: This study will benefit educators by helping them understand their students’

political knowledge and awareness, improve their critical thinking skills, and prepare them for

future civic responsibilities and leadership roles, ultimately leading to a more engaged citizenry

and benefiting society.

COMMUNITY: This study will benefit the community by creating an informed and engaged

citizenry, increasing civic participation and community involvement, and promoting social

cohesion and understanding. This ultimately leads to a more democratic and cohesive

community.
FUTURE RESEARCHERS: This study can provide a reference point for comparative studies,

contributes to existing knowledge, informs policy and interventions, identifies research gaps, and

fosters interdisciplinary collaboration.

SCOPE AND LIMITATION

The focus of the study is to determine how politically literate the Senior High School

students of Divine Mercy Integrated Academy of Villareal Foundation Inc. The primary subjects

of this research will consist of the senior high school students enrolled in academic year 2022-

2023. The respondents will be limited to eighty (80) senior high school students who are in the

STEM and HUMSS strand of Academic Senior High School of Divine Mercy Integrated

Academy of Villareal Foundation Inc. Subsequently, the researchers will distribute

questionnaires to limited Senior High School students at Divine Mercy Integrated Academy of

Villareal Foundation Inc. in Villareal Samar. San Miguel Street, Brgy. Soledad Villareal, Samar

serves as the location of this secondary school.

DEFINITION OF TERMS
 CHAPTER II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This part contains literature information that provided the researchers with

necessary background knowledge to continue the study about political literacy of high

school – STEM and HUMSS students of the Divine Mercy Integrated Academy of

Villareal Foundation Incorporated.

RELATED LITERATURE

This chapter provides an overview of relevant studies that shed light on the connection

between political knowledge, youth engagement, and the advancement of democratic societies.

The literature review is aimed at presenting conceptual insights derived from various studies,

with the objective of enhancing understanding of the current research and its significance in the

field of information.

The importance of a strong political framework for sustaining positive democratic norms

and political system stability is emphasized by Dudman (2007). This underscores the necessity of

political literacy among students, as highlighted by the analysis conducted by Pakistan Journal

Life and Social Science, particularly in countries like Pakistan. The study stresses that political

literacy among students is crucial for understanding the nation's problems and paving the way for

a solid democracy.

Numerous studies have demonstrated the positive contributions of students to the overall

growth of advanced nations. The absence of opportunities for students can lead to harmful
behavior, endangering the social, political, and economic stability of a nation, as emphasized by

Pakistan Journal Life and Social Science.Aurangzeb (2008) argues that political knowledge

should be strengthened among students to enable them to effectively apply their abilities to

advance positive political values within the nation. Active participation in civic activities

enhances students' political awareness and social interaction skills. Political awareness for true

democracy, particularly in developed nations like Canada and the USA, is highlighted by

Kiszilbash (2010). Political awareness enables holding politicians and the country's leadership

accountable for their actions.

Kauts and Kumar (2014) conducted a study on the political socialization of graduate

students, emphasizing the significance of political knowledge among senior high school students.

Their research aimed to evaluate the effects of gathering data on legislative issues and legislators,

as well as enhancing understanding of various administrative challenges. The media plays a

crucial role in shaping people's identification, evaluation of legislative concerns, and behaviors,

as stated by Kavita Poonia (2017). It serves as a bridge between genuine political factors and

political unrest. People's views, needs, and assessment of legislative matters and politicians are

influenced by the media.

Lamprianou (2013) underscores the importance of political involvement in making

democracy work for citizens and communities. Political involvement refers to individual or

group actions that support or oppose the distribution of public resources through state

institutions, authorities, or choices. It encompasses activities at the local or national level,

allowing citizens to voice their opinions and concerns to officials and exert pressure for action.

The Education, Audio-visual and Culture Executive Agency (EACEA, 2013) defines youth

engagement in politics as engaging in influencing views and taking action to bring about
meaningful change in society. Youth engagement can take various forms, such as voting, joining

political parties or organizations, volunteering, participating in debates, influencing public

opinion through media, and staying informed about local issues.

Maboloc (2015) asserts the crucial role of young people's involvement in social

transformation. However, he highlights the need for politics to be guided by appropriate ideals

and values, as debates often devolve into personal conflicts rather than focusing on broader

objectives. Maboloc emphasizes the importance of education and intellectual development

among young individuals, as a strong education is essential for meaningful democracy and

informed decision-making by young Filipino voters.

This highlights the significance of political knowledge and youth engagement in

democratic societies. It emphasizes the importance of a strong political framework, political

literacy among students, and media awareness for sustaining positive democratic norms. Active

student participation, political awareness, and involvement contribute to holding politicians

accountable and fostering true democracy. The media plays a significant role in shaping people's

identification, evaluation of legislative concerns, and behaviors. Moreover, political involvement

and youth engagement are crucial for driving meaningful change and social transformation. A

solid education is deemed essential for the future of a nation and its democratic processes.

RELATED STUDIES

Althubetat and Jarrar (2013) conducted a study focused on University of Petra students

and their selection of political science courses as electives. Their findings revealed a high level

of political awareness among students who opted for these courses, suggesting that gaining
knowledge in politics significantly enhances political awareness. This study emphasizes the

importance of incorporating political education within the curriculum to foster students'

understanding of political processes.

In contrast, Sharma and Choudhary (2014) examined the differences in political

awareness between male and female secondary school students. Surprisingly, they found no

significant difference, highlighting that gender does not appear to be a determining factor in

political awareness among students. This finding reinforces the notion that political education

should be accessible and beneficial to students regardless of their gender. Educational institutions

play a vital role in promoting political awareness among individuals. Alsati and Al-Ghanem

(2017) acknowledged this contribution, highlighting the use of diverse teaching methods,

integration of social and academic programs into the curriculum, and organizing lectures,

conferences, and training sessions. These efforts aim to prepare individuals for public

responsibilities and civic duties, providing them with the necessary knowledge and skills to

actively engage in political activities.

However, not all university students demonstrate a strong interest in participating in

political activities on and off-campus. Some students are primarily attracted to political

organizations' merchandise, such as T-shirts and caps, rather than engaging in substantive

political involvement. On the other hand, there are those who actively participate in political

activities to test their political skills. The Student Union or Student Representative Council

(SRC) serves as a democratic body representing and advocating for the interests of university

students in the campus governance structure. Adelabu and Akinsolu (2009) and Rou et al. (2017)

concur that the SRC serves as the initial political organization where students in higher education

institutions engage in political functions and actively participate in political activities. The SRCs
have evolved over time, transitioning from being subservient to student political organizations in

the 1980s to actively protecting the rights and welfare interests of student organizations in the

current landscape.

In South Africa, the inclusion of SRCs in higher education policy aims to foster a cooperative

governance philosophy among stakeholders in the country's post-apartheid higher education and

training system (Klemenčič et al., 2016). Reports indicate that South African university students

have actively participated in voting and other electoral activities during national elections

(Luescher-Mamashela, Luescher, and Kiiru, 2011; Mhlomi and Osunkunle, 2017). For example,

Mhlomi and Osunkunle's study (2017) revealed that 76% of participating students confirmed

their active participation and voting in South Africa's 2014 national election. Similarly, Luescher-

Mamashela et al. (2011) found that students from African universities, including South Africa,

Tanzania, and Kenya, reported actively participating in the national elections of their respective

countries between 2005 and 2007.

The Higher Education Act 101 (1997) legally mandates SRCs in South Africa's public

higher education institutions to actively participate as essential stakeholders representing the

student body. The SRCs serve as the voice of the students and play an active role in decision-

making processes at various levels within the university (Cele & Koen, as cited in Moreku,

2014). They are responsible for resource allocation, organizing social and academic activities,

and managing the distribution of funds provided by the university administration to registered

societies, clubs, and student organizations on campus.

Post-apartheid South Africa ensures that SRCs operate within a constitutional framework for

student representation. Democratic elections based on democratic principles are conducted to

establish SRCs, and elected representatives serve in executive and parliamentary positions for a

one-year term, renewable unless they are due to graduate in the next academic year. The

participation of students in SRC activities is protected by its constitution, aligning with the

regulations outlined in South Africa's constitution regarding political participation of parties,

candidates, and political stakeholders (Klemenčič et al., 2016).

The active engagement of students in SRCs reflects the evolving role of these councils as

influential entities within higher education institutions. They have become key stakeholders in

decision-making processes, advocating for student rights and welfare interests. The legal

mandate bestowed upon SRCs by the Higher Education Act ensures that student voices are heard

and considered in the governance and administration of universities. Furthermore, SRCs play a

crucial role in resource allocation and management, ensuring that funds are appropriately

distributed to registered societies, clubs, and student organizations on campus. This enables

students to actively participate in extracurricular activities, fostering a vibrant campus life that

combines social and academic elements.

The transformation of SRCs from subservient entities to influential bodies signifies the

shifting landscape of student engagement in South African higher education institutions. These

councils are now recognized as essential components of the university governance structure,

empowering students and promoting democratic principles within the academic environment.

The reviewed studies emphasize the significance of political education in enhancing

students' political awareness. University courses and the inclusion of political science as an

elective have been found to contribute to higher levels of political awareness among students.

Additionally, the establishment and active participation in SRCs provide avenues for students to
engage in political activities, voice their concerns, and influence decision-making processes

within higher education institutions. The South African context highlights the importance of

SRCs in fostering cooperative governance and promoting student participation in national

elections. The constitutional framework and legal mandates ensure the protection of student

rights and political engagement within the higher education system. These findings contribute to

our understanding of the role of SRCs in South African universities and provide insights into the

relationship between political education, student engagement, and democratic processes within

higher education institutions.

 CHAPTER III

RESEARCH METHODOLOGY

In this chapter the research methodology used in the study is described. The geographical

area where the study is conducted, the study design and the population and sample are described.

The instrument used to collect the data, including methods implemented to maintain validity and

reliability of the instrument, are described.

RESEARCH DESIGN

In this study, a descriptive research design was used. This was used to show the political

literacy senior high school both STEM and HUMSS students of Divine Mercy Integrated Academy

of Villareal Inc. The goal of descriptive research is to describe the data or characteristics of a

population. Descriptive research design is a type of research design that aims to

systematically obtain information to describe a phenomenon, situation, or population.

DISTRIBUTION OF RESPONDENTS

The researcher used eighty (80) respondents from Grade 11 and Grade 12 Science,

Technology, Engineering and Mathematics (STEM) and Humanities and Social Sciences

(HUMSS) department. Where, Grade 11 STEM composed of 29 respondents while Grade

11 HUMSS composed of 16 respondents. Grade 12 STEM composed of 18 respondents

and the Grade 12 HUMSS consist of 17 respondents.

 LOCALE OF STUDY

This research was conducted in Divine Mercy Integrated Academy of Villareal

Foundation Incorporated. The school offered two strands which is the Humanities and

Social Sciences (HUMSS) and Science, Technology Engineering and Mathematics

(STEM), wherein both STEM students in Senior High School were involved to this field of

study. The school is located at Barangay Soledad, Villareal, Samar. (APPENDIX C)

RESEARCH RESPONDENTS

The main respondents of this study were all senior high students in Divine

Mercy Integrated Academy of Villareal Foundation Inc. The respondents who were willing

and have enough knowledge to provide viable information regarding the study were given

survey questionnaire regarding their political literacy. A total of eighty (80) students served

as the respondents of this study.

DATA SCORING/INSTRUMENTATION

The research tool used by the researcher was the survey questionnaire. The

researcher used this tactic to support and validate the study. The study's topic and issue

descriptions served as the basis for the researcher's creation of the survey questionnaire. A

survey rating scale/questionnaire was used by the researcher to solicit feedback from

participants.
Figure 1: Research Flow
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, the analysis and interpretation of data gathered from the

answers to the questionnaires distributed to the field. The said data were presented in tabular

form in accordance with the specific questions posited on the statement of the problem.

Demographic Profile of the Respondents

Table 1

Age of the Respondents

AGE FREQUENCY PERCENTAGE RANK

16-17 years old 60 75% 1

18-19 years old 20 25% 2

According to Table 1, 75% of the respondents has the age of 16-17 answered the

questionnaire, 25% from the age of 18-19. Therefore, most of our respondents came from 16-17

of age and answered our questionnaire.

Table 2
 Sex of the Respondents

SEX FREQUENCY PERCENTAGE RANK

Male 33 41.25% 2

Female 47 58.75% 1

Based on the table. Our female respondents are 58.75% while our male respondents are

41.25%. Therefore, the majority of our respondents are Female because it has 58.75%.

Table 3
 Relatives Involved in Political Activities or Hold Public Office

ARE ANY OF YOUR

RELATIVES INVOLVED IN

POLITICAL ACTIVITIES OR FREQUENCY PERCENTAGE RANK

HOLD PUBLIC OFFICE?

Yes 35 43.75% 1

No 45 41.25% 2

As you can see in the table, 43.75% of the respondents answered yes while the remaining

41.25% of the respondents answered no. Therefore, out of 100% only 43.47% of the respondents

have relatives that involved in political activities or hold public office.

Table 4
 POLITICAL KNOWLEDGE

This part of the questionnaire aims to assess the respondent’s knowledge and

understanding of the Philippine government, its structure, and its fundamental

principles.

QUESTION: FREQUENCY PERCENT RANK

Q1

What are the three branches of the Philippine government? 36 45% 4

Q2

Who is the current President of the Philippines? 71 88.75% 1

Q3

What is the difference between a republic and a 51 63.75% 3

democracy?

Q4

What is the Bill of Rights, and what are some of the rights 51 63.75% 3
it protects?

Q5

How is the government funded in the Philippines? 66 82.5% 2

 This table shows the respondents' knowledge of the Philippine government, with 45%

correctly identifying its branches, 88.75% knowing the current President, and 63.75%

understanding concepts such as republic vs. democracy and the Bill of Rights. 82.5% also knew

how the government is funded. The data suggests varying levels of political knowledge among

respondents, with some questions easier to answer than others.

ATTITUDES TOWARDS POLITICS

This part of the questionnaire aims to assess the respondent’s level of interest and

engagement in civic activities and current events, as well as their beliefs about the effectiveness

of their vote and the responsiveness of the government to their concerns.

Table 5

 How interested are you in politics?

FREQUENCY PERCENT RANK

Very interested 9 11.25% 4

Somewhat interested 22 27.5% 2

Neutral 30 37.5% 1

Not very interested 15 18.75% 3

Not at all interested 4 5% 5

This table illustrates the level of interest in politics among the respondents. Results

indicate that only 11.25% are very interested, while 27.5% are somewhat interested, and 37.5%
hold a neutral stance towards politics. Additionally, 18.75% are not interested, and the remaining

5% are not at all interested in politics.

Table 6

 Do you think that your vote in an election can make a difference?

FREQUENCY PERCENT RANK

Yes, a significant 48 60% 1

difference

Yes, but only a small 28 35% 2

difference

No, it does not make 4 5% 3

any difference

This table indicates that 60% of respondents believe their vote can significantly impact an

election, while 35% believe it can only make a small difference. Only 5% believe their vote has

no impact on an election.
 TABLE 7

 Do you think that it is important to participate in civic activities such as volunteering or

community service?

FREQUENCY PERCENT RANK

Yes, very important 56 70% 1

Yes, somewhat 23 28.75% 2

important

No, not important 1 1.25% 3

This table indicates that 70% of the respondents believe that participating in civic

activities is very important, 28.75% believe it is somewhat important, and only 1.25% think it is

not important.
 TABLE 8

 How important do you think it is to keep up with current events?

FREQUENCY PERCENT RANK

Very important 47 58.75% 1

Somewhat important 19 23.75% 3

Neutral 11 13.75% 4

Not very important 2 25% 2

Not at all important 1 1.25% 5

The data reveals that 58.75% of the respondents believe that it is very important to keep

up with current events, 23.75% of the respondents believe that it is somewhat important to keep

up with current events, and 13.75% of the respondents have a neutral stance towards the

importance of keeping up with current events. Only a small percentage of the respondents, 2.5%,

believe that it is not very important to keep up with current events, while 1.25% of the

respondents think that it is not at all important to keep up with current events.
Therefore, the majority of respondents believe that it is important to stay updated with current

events, with over half of the respondents considering it as very important.

TABLE 9

 Do you believe that the government represents your interests and concerns?

FREQUENCY PERCENT RANK

Yes, completely 18 22.5% 2

Yes, to some extent 54 67.5% 1

No, not at all 10% 3

The shows 22.5% of the respondents, believe that the government represents their

interests and concerns completely. A majority of 67.5% of the respondents, believe that the

government represents their interests and concerns to some extent. However, a small percentage

of 10% of the respondents, believe that the government does not represent their interests and

concerns at all.
Therefore, a significant proportion of the respondents do not believe that the government

represents their interests and concerns completely, with the majority expressing that the

government represents their interests to some extent

CIVIC EDUCATION

This part of the questionnaire will gather information about the respondents’ political

engagement and activism.

Table 10

 Have you ever participated in a protest or rally for a political issue?

FREQUENCY PERCENT RANK

Yes 31 38.75% 2

No 49 61.25% 1

The table indicates that out of the total respondents, 38.75% of the respondents have

participated in a protest or rally for a political issue. Meanwhile, the majority of the respondents,

which is 61.25% of the respondents, have not participated in a protest or rally for a political

issue.
Therefore, the data suggests that a relatively small percentage of the respondents have experience

in participating in a political protest or rally.

Table 11

 Have you ever contacted your local government representative to express your concerns

or opinions on an issue?

FREQUENCY PERCENT RANK

Yes 31 38.75% 2

No 49 61.25% 1

This table shows that 38.75% of the respondents have contacted their local government

representative to express their concerns or opinions on an issue, while the remaining 61.25% of

the respondents have not.

 Table 12

 Have you ever volunteered for a political campaign or organization? If yes, which one

and what was your role?

FREQUENCY PERCENT RANK

Yes 30 37.5% 2

No 50 62.5% 1

This table shows that 37.5% of the respondents have volunteered for a political campaign

or organization, while the remaining 62.5% have not.

 TABLE 13

 Have you ever voted in a local or national election?

FREQUENCY PERCENT RANK

Yes 36 45% 2

No 44 55% 1

This data shows that out of the total respondents, 45% have voted in a local or national

election while 55% have not voted in any local or national election. This could suggest varying

levels of political participation among the respondents and potentially reflect the general trend of

voter turnout in the area or population being studied.

 TABLE 14

 Have you ever engaged in online activism or advocacy related to a political issue?

FREQUENCY PERCENT RANK

Yes 41 51.25% 1

No 39 48.75% 2

This table shows that among the respondents, 51.25% have engaged in online activism or

advocacy related to a political issue, while 48.75% have not. This suggests that a significant

number of people are using online platforms to advocate for political issues.
 CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This chapter presents the summary of the study, summary of results, conclusion, and

recommendations based on the data analyzed in the previous chapter.

SUMMARY OF FINDINGS

The findings suggest that 75% of the 80 respondents are aged 16-17 years old, while 25%

belong to the 18-19 age group. The majority of the respondents were females, comprising

58.75% of the total, while 41.25% were males. Around 44% of the respondents have relatives

who hold government office, indicating a potential influence on their political views. Political

knowledge among respondents varies, with 45% correctly identifying the branches of the

Philippine government, 88.75% knowing the current President, and 63.75% understanding

concepts such as republic vs. democracy and the Bill of Rights. A significant percentage of

respondents are interested in politics, with 11.25% very interested, 27.5% somewhat interested,

and 37.5% holding a neutral stance towards politics. Furthermore, 60% of respondents believe

their vote can significantly impact an election, and 70% believe participating in civic activities is
very important. The majority of respondents believe that it is essential to keep up with current

events, with 58.75% considering it as very important.

Regarding the government's representation, 67.5% of the respondents believe that the

government represents their interests and concerns to some extent, but 10% of the respondents

believe that it does not represent their interests and concerns at all. A small percentage of

respondents have participated in political protests or rallies, contacted their local government

representative to express their concerns or opinions on an issue, volunteered for a political

campaign or organization, or voted in a local or national election.

Finally, 51.25% of the respondents have engaged in online activism or advocacy related to a

political issue, indicating the use of online platforms to advocate for political causes.

CONCLUSION

Based on the findings of the study, the following conclusions were drawn:

1. Of the 80 respondents, there is a significant interest among young Filipinos aged 16-17

years old in politics and civic engagement. The majority of the respondents were females,

and a significant percentage of them have relatives who hold government office. Political

knowledge varies among respondents, but the majority have a good grasp of important

concepts such as the branches of the Philippine government and the Bill of Rights. There

was a strong belief among respondents that participating in civic activities is important,

and many believe that their vote can make a difference in an election.

2. While most respondents felt that the government represents their interests to some extent,

there was still a significant proportion who believe otherwise. Online activism was
 prevalent among students, with more than half of the respondents engaging in online

advocacy related to a political issue.

3. Overall, the findings proved that young DMIANs are politically aware and interested in

actively participating in shaping their country's future.

RECOMMENDATION

Based on the conclusions of the study, the following recommendations are hereby

forwarded:

1. It is recommended that efforts should be made to encourage young Filipinos to

become more politically engaged. As a significant proportion of respondents have

relatives who hold government office, it may be necessary to provide unbiased

education to ensure that their political views are not unduly influenced. While

political knowledge varies among respondents, it is encouraging to see that the

majority have a good understanding of important concepts. Therefore, continued

education efforts could help further improve political literacy among young Filipinos.

It is also important to note that many respondents believe that participating in civic

activities is important, and that their vote can make a difference in an election. To that

end, initiatives that promote greater civic engagement, such as voter registration

drives and community service opportunities, should be encouraged.

2. Given the prevalence of online activism, it may be beneficial to explore ways to

leverage digital platforms to encourage political engagement among young Filipinos.

Overall, the findings suggest that there is a need to create an environment that
 encourages political participation among young Filipinos, and that doing so could

help foster a more engaged and informed citizenry.

APPENDICES
 APPENDIX A
TRANSMITTAL LETTER

ELMA G. ARQUILLANO

School Principal

DIVINE MERCY INTEGRATED ACADEMY OF VILLAREAL FOUNDATION INC.

Dear Ma’am;

Greetings!

We, the grade 12 student’s, in partial fulfillment of the requirements for our subject, Practical
Research II. Would like to request authorization to carry out a study on “Political Literacy of
Senior High School Students in Divine Mercy Integrated Academy of Villareal Foundation Inc.”

In light of this, you can be sure that the information we collect will be used only for academic
purposes and will stay completely confidential.

Regarding this modest matter, we expect for your favorable response. We would be grateful if
you will give us permission to carry out this study.
Respectfully yours,

The Researchers

ZAYRAH V. ABOGA
JAKE JANSEN G. ALMADEN
DENVER H. CASTILLANO
JEANNINE CLAISSE L. CAVEIRO
JOEKIM P. GABRAL
ANGELO C. LACAMBRA

Recommending Approval:

ROSA MAY ABAN

Practical Research 2 Teacher

Approved by:

ELMA G. ARQUILLANO

School Principal
 APPENDIX B
STUDENT MADE SURVEY QUESTIONNAIRE
POLITICAL LITERACY OF SENIOR HIGH SCHOOL STUDENTS IN DIVINE
MERCY INTEGRATED ACADEMY OF VILLAREAL FOUNDATION INC.

DEMOGRAPHIC PROFILE

Name: (optional) Grade Level & Strand

Age: Sex:

Are any of your relatives involved in political activities or hold public office?

 Yes

 No

SURVEY QUESTIONNAIRE
I. POLITICAL KNOWLEDGE

Direction: Please encircle the letter that corresponds to your answer.

1. What are the three branches of the Philippine government? (Choose Three)

a. Legislative Branch

b. Presidential Branch

c. Judicial Branch

d. Executive Branch

2. Who is the current President of the Philippines?

a. Gloria Macapagal Arroyo

b. Rodrigo Roa Duterte

c. Benigno Aquino III

d. Ferdinand R. Marcos Jr.

3. What is the difference between a republic and a democracy?

a. A republic is a form of government in which the power rests with the people who elect

representatives to make decisions on their behalf, while a democracy is a form of

government in which the power rests directly with the people who make decisions

themselves.

b. A republic is a form of government in which the power is held by a single individual,

while a democracy is a form of government in which the power is held by a group of

people.

c. A republic is a form of government in which the ruler is determined by divine right, while

a democracy is a form of government in which the ruler is elected by the people.

d. A republic and a democracy are the same thing.

4. What is the Bill of Rights, and what are some of the rights it protects?

a. The Bill of Rights is a document that outlines the fundamental rights and freedoms of every

Filipino citizen. Some of the rights it protects include freedom of speech, religion, and

assembly, as well as the right to due process and equal protection under the law.

b. The Bill of Rights is a document that outlines the rights and responsibilities of members of

the military in the Philippines. Some of the rights it protects include the right to a fair trial

and the right to adequate medical care.

c. The Bill of Rights is a document that outlines the rights of workers in the Philippines. Some

of the rights it protects include the right to form unions, the right to a safe working

environment, and the right to just and humane conditions of work.

d. The Bill of Rights is a document that outlines the rights of indigenous peoples in the

Philippines. Some of the rights it protects include the right to ancestral domain, the right to

self-governance, and the right to cultural integrity.

5. How is the government funded in the Philippines?

a. The Philippine government is funded primarily through foreign aid and loans from other

countries and international organizations.

b. The Philippine government is funded through donations from wealthy individuals and

corporations within the country.

c. The Philippine government is funded through taxes paid by its citizens and businesses

operating within the country. These taxes include income tax, value-added tax (VAT), and

excise taxes on certain goods and services. The Philippine government is funded through the

sale of natural resources, such as oil and gas, to other countries.

II. ATTITUDES TOWARDS POLLITICS

 Directions: Read comprehensively. Put a check mark (🗸) on the box that corresponds to

your answer.

6. How interested are you in politics?

 Very interested

 Somewhat interested

 Neutral

 Not very interested

 Not at all interested

7. Do you think that your vote in an election can make a difference?

 Yes, a significant difference

 Yes, but only a small difference

 No, it does not make any difference

8. Do you think that it is important to participate in civic activities such as volunteering or

community service?

 Yes, very important

 Yes, somewhat important

 No, not important

9. How important do you think it is to keep up with current events?

 Very important

 Somewhat important

 Neutral
  Not very important

 Not at all important

10. Do you believe that the government represents your interests and concerns?

 Yes, completely

 Yes, to some extent

 No, not at all

III. CIVIC EDUCATION

Directions: Read comprehensively. Put a check mark (🗸) on the box that corresponds to your

answer.

11. Have you ever participated in a protest or rally for a political issue? If yes, what was the issue?

 Yes

 No

If yes, what was the issue?__________________________________________________________.

12. Have you ever contacted your local government representative to express your concerns or

opinions on an issue? If yes, what was the issue?

 Yes

 No

If yes, what was the issue?__________________________________________________________.

 13. Have you ever volunteered for a political campaign or organization? If yes, which one and what

was your role?

 Yes

 No

If yes, which one and what was your role? ________________________________________________.

14. Have you ever voted in a local or national election?

 Yes

 No

15. Have you ever engaged in online activism or advocacy related to a political issue?

 Yes

 No

“Thank you for completing the survey questionnaire. Your responses have been received and will

be used for the intended purposes of the survey. Your input is valuable and will help us

understand the topic at hand. If you have any further comments or feedback, please feel free to

reach out to us. Thank you again for your time and partipation.”

-The Researchers
APPENDIX C
RESEARCH ENVIRONMENT

Figure 2. Research Environment