SCIENCE DOMINANCE: GRADE 11 STEM

MALE AND FEMALE BOSCONIANS

FOR SY 2017-2018

A Quantitative Research
presented to the Senior High School Faculty of Don Bosco Technical Institute
Sto. Cristo, Tarlac City

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Escoto, Ariel Jr. D.

Mañgino, Alliah Czarielle N.
Martin, Marijune P.
Miranda, Paolo Dominique C.
Paule, Vico Aldwin G.
Sacro, Marino III M.
Sicat, Jason Alexander Niño E.
Tañedo, Angelo Jay M.

Grade 12- GLOWICKI

Jesa Mari S. Salonga

Research Adviser

1
 ACKNOWLEDGMENT

This study could not have been made possible without the generous help of a number of

people who motivated, inspired, assisted, and supported the researchers in their entire endeavor.

Their names are not just written in this manuscript but ingrained in every fiber and vein of the

researcher’s heart. Their names are gratefully acknowledged, and their precious memories will

always be treasured.

To Ms. Jesa Mari S. Salonga, our very dear research teacher, for imparting her very

precious time and energy in providing professional and technical advice, for furnishing us with

reading materials and format of theses, for giving us direction in the formulation of the title, for

offering us valuable insights, for her words of encouragement, generosity, patience, unending

support, assistance, and understanding;

To the subjects or participants of this study;

To all our friends, in and out of DBTI, for their continuing love, understanding,

generosity, and unending support;

To our families, for their love, understanding, and unending support;

And above all, to the Lord God Almighty, Lord Jesus Christ, and the Holy Spirit for

the love, for the gift of life, for hearing and giving answers to our prayers, for all the blessings,

for the physical, emotional, and spiritual strength, for the joys, and for everything.

II
 TABLE OF CONTENTS
Page
TITLE PAGE............................................................................................................................... i
ACKNOWLEDGEMENT ......................................................................................................... ii
TABLE OF CONTENTS …..................................................................................................... iii

CHAPTER
1. THE PROBLEM: ITS BACKGROUND ............................................................... 1
Introduction.......................................................................................................... 1
Statement of the Problem .................................................................................... 3
Significance of the Study .................................................................................... 4
Scope and Delimitations of the Study ................................................................. 5
Definition of Terms ............................................................................................. 5
2. REVIEW OF RELATED LITERATURE AND STUDIES .................................. 7
Related Literature................................................................................................. 7
Research Hypothesis .............................................................................................9
3. METHODOLOGY.......................................................................................................10
Research Design.....................................................................................................10
The Sample.............................................................................................................11
The Instruments......................................................................................................12
The Intervention......................................................................................................12
Data Collection Procedure.......................................................................................13
Statistical Treatment................................................................................................14
Plan for Data Analysis.............................................................................................15
Conceptual Framework............................................................................................16
4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA……..….17

Problem 1 .............................................................................................................. 17
Problem 2 .............................................................................................................. 18
Problem 3 .............................................................................................................. 20
Problem 4 .............................................................................................................. 25

III
 5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS .................. 27

Summary ............................................................................................................... 27
Findings................................................................................................................. 28
Conclusions ........................................................................................................... 29
Recommendations ................................................................................................. 32
BIBLIOGRAPHY .................................................................................................................. 33
APPENDICES ......................................................................................................................... 34

Chapter 1

THE PROBLEM AND ITS BACKGROUND

4
Background of the Study

Education is the basic human need (Royesh, 2016). It plays an important role because it

can help every individual to develop their skills and enable them to contribute to social

transformation in the best possible way. It is a gain of knowledge (Doumbia, 2013) that is often

set in school wherein it involves areas of learning and subjects such as Mathematics, Science,

and Languages.

There are different branches of study that students are required to learn in school, in line

with that they also have varied ways on how they approach each of these subjects. Not all

students have the same skills and talents therefore they also do not receive the same grades.

According to WEAC, variables that influence student achievement are classified into four

categories: (1) school; (2) family and individual; (3) social incentives; and (4) socio-economic

conditions. Although there are several variables that contribute to the variation of grades in

students, this research aims to focus on the contribution of sex, which is under the variable

family and individual, to school achievement.

A study (Harper, LaMay, 2000) reveals that there are no sex differences in general

intelligence, reliable differences are found on some tests of cognitive abilities. One of the

examinations that acquire these cognitive abilities relevant in the country is the National

Achievement Test (NAT), a standardized test designed to determine students’ academic levels,

strengths, and weaknesses, as defined by Wikipedia. Out of the 5 categories; English, Filipino,

Math, Science and Araling Panlipunan (Social Studies in English), Science accumulated the

lowest MPS or Mean Percentage Score during the school year 2011 – 2012 with a score of 40.53

which is equivalent to a descriptive of average mastery.

A study from De La Salle University-Manila (Valencia, 2006) also reveals that the two

sexes do not differ in the capacity and potential to produce scholarly work. However, dynamics

5
of the pathways to scientific production seem to differ for males and females. Perhaps this is

where the gender difference really exists. (Philippine Journal of Psychology)

Science is defined as the intellectual and practical activity encompassing the systematic

study of the structure and behavior of the physical and natural world through observation and

experiment (Merriam Webster Dictionary). As a subject it is described as study of the natural

world based on facts learned through experiments and observation that expands into three main

branches: physical sciences, Earth sciences, and life sciences.

Given that there are different branches of Science, there will also be different skill sets

applied in each of these branches. Unlike Mathematics, which provides specific solutions for

specific problems, Science demands a more complex level of understanding. It means that

Science does not presently, and probably never can, give statements of absolute eternal truth—it

only provides theories (University of Georgia, 2017).

By inspecting the grades of the male and female students of Don Bosco Technical

Institute - Tarlac in Science and measuring attitude scales, the researchers will be able to find

answers to all of the questions and problems related to this topic.

The study was conducted for the purpose of providing a coherent comparison between

the Science grades of the two groups and where the differences specifically stem from. It also

serves as an instrument for awareness of the factors affecting student achievement that could be

useful to the academe. It also serves as a contribution to the indisputable debate between sexes

regarding intelligence that has long-time existed in society.

Statement of the Problem

This study aimed to determine the difference between the Science grades of old male

students and female transferees of grade 11 in Don Bosco Technical Institute-Tarlac in the

school year 2017-2018.

Specifically, it seeks to answer the following questions:

6
1. What are the grades of the old male students and female transferees in Science, specifically

General Chemistry 1, in the S.Y. 2017-2018?

2. How do the Science grades of the students compare with regard to sex?

3. What are the factors that contribute to the comparison between the grades of the two groups

based on the following variables:

3.1. Class hours?

3.2. Class size?

3.3. Class environment? and

3.3. Extra-Curricular Activities?

4. Is there a significant difference between the Science grades of the old male students and

female transferees?

5. What are the implications of this study?

Significance of the Study

This study aimed to determine if there is a difference between the grades of the old male

students and female transferees in the Science subjects. It is recognized as having the potential to

compare the grades of male and female students in the subject of Science and discover the

variables which affect their performance in the subject.

This study is conducted to benefit the following:

To the Researchers. This study may serve as a guide and reference for the students

undertaking similar studies.

To the School Administrators. This study may serve as an instrument for awareness to

the institute that can be useful to professionals, specifically to those in the field of education. It

may serve as a basis in exploring and innovating teaching methods that could be effectively

grasped by students and as a means of determining rooms for improvement in the educational

system and the learning environment.

7
 To the Teachers. This study may help the teachers in generating new strategies of

teaching that could be effectively understand by students.

To the Future Researchers. This research will be a useful reference for the researchers

who would plan to make any related study about the science dominance between male and

female.

Scope and Delimitation

This study aimed to compare the Science grades of the randomly selected old male

students and female transferees of grade 11 at Don Bosco Technical Institute – Tarlac (DBTI)

during the school year 2017-2018. Specifically, it figured out how the Science grades of the

grade 11 students in the said school year differ with regard to gender and it establishes factors

that contribute to the difference between the grades of the two groups.

The researchers collected the final grades in General Chemistry from the subject teacher

of the grade 11 students, Mrs. Rochelle Custodio, during the school year 2017-2018 as one of the

instruments in comparing data therefore it is only appropriate to select respondents who have

finished the Grade 11 Science subjects in Don Bosco Technical Institute - Tarlac during the

school year 2017-2018.

The sample size was composed of 30 officially enrolled students in the current school

year and has taken their grade 11 courses in the previous school year in DBTI. Fifteen (15) old

male students and fifteen (15) female transferees from the six (6) grade 11 sections of the

Academic Track, STEM (Science, Technology, Engineering, and Mathematics) strand in the

S.Y. 2017-2018: 11 – Braga, 11 – Carreño, 11 – Cogliandro, 11 – De-Reggi. 11 – Rossi, and 11

– Rutkowski, which are selected through the quota sampling technique, made up the sample size

of 30 respondents.

The instruments used in this study were collected from direct sources. Information

regarding the factors affecting the students’ grades was gathered from the following schools and

8
was approved by school officials: 1) Don Bosco Technical Institute; 2) Bayanihan Institute; 3)

College of the Holy Spirit – Tarlac; 4) Ecumenical Christian College; 5) Our Lady of Ransom

Catholic School and 6) Tarlac Montessori School.

This research project was a quantitative research that sought to establish and determine

the causes and effects among variables. It was focused on the representativeness of the samples,

precision of definition, reduction of data into scores, and reliance on statistical procedures. The

researcher made use of the causal-comparative research design.

The mean, sample standard deviation, and t-test were utilized as the statistical treatments

of the variables in this research project.

The limitation of this study was set on the Science grades, specifically the General

Chemistry 1, of the randomly selected male and female students.

Definition of Terms

For easier and faster communication with the reader(s), the following are defined

operationally.

Cognitive abilities are brain-based skills we need to carry out any task from the simplest to the

most complex. They have more to do with the mechanisms of how we learn, remember,

problem-solve, and pay attention, rather than with any actual knowledge.

Class environment, in this study, refers to the type of school based on gender (exclusive/coed).

Class hours refers to the time spent in the classroom

Class size refers to the number of students in a given course or classroom.

Coeducational (Coed) is an education system in which both men and women attend the same

institution or classes.

Exclusive School is a school where male and female students attend separate classes or in

separate buildings or schools.

Extra-curricular activities are those that fall outside the realm of the normal curriculum of

school or university education, performed by students.

9
Gender refers to the socially constructed characteristics of women and men.

General intelligence refers to the existence of a broad mental capacity that influences

performance on cognitive ability measures.

Intelligence is the ability to acquire and apply knowledge and skills.

Sex refers to the biological characteristics that define humans as female or male.

Social incentive is an inducement to behave in an approved way that involves offering

interpersonal rewards like acceptance, inclusion, approval that quality of life can be assessed.

Socio-economic conditions refer to an individual's level of income, wealth, education, and

prestige.

10
 Chapter 2

REVIEW OF THE LITERATURE

Related Literature

Foreign

Woman in Science and Medicine (Catalyst, 2018)

“More Women Are Pursuing Science in Higher Education”

The study depicts that women globally are pursuing science in higher education. Women

are picking courses and professions that are more inclined in science and medicine. The number

of women doctors are increasing internationally. Women are being optimistic and independent in

our time today. We are seeing more successful women and the stereotype that women are less

than men are becoming less and less known.

The research of the researchers and the given literature both depict that men and women

are becoming more equal in terms of professions. It both determines the difference in the gender

in the field of science. It both possess the information that defines the difference in the science

grade of both genders.

The research and the related literature’s difference are mainly the scope of the research.

The research particularly questions the old male students and newly transferred female student of

the school Don Bosco – Tarlac in the SY 2017-2018, while the other research investigated the

field of science with women of the world.

11
When Will the Gender Gap in Science Disappear? (Ed Yong, 2018)

“Sixteen years”

The article concludes that 16 years is the number of years that it will take for the number

of women on scientific papers is equal to the number of men. The estimate was worked by the

number of female and male authors on almost 10 million academic papers, for the past 15 years.

With the current rate of change, women will catch up to men in 16 years—but that overall

estimate masks a huge amount of variation. Women are still significantly outnumbered by men.

For example, in microbiology and anthropology.

The research and the article given both uses the old documents to determine the

conclusion in the research. It uses the past records and documents that demonstrates the

difference on men and women in the field of science, stating that in the past are still significantly

overwhelmed by the number of men in the field of science. It is also depicting that women are

slowly but surely shortening the well-known gender gap in the field of science.

The research given as an example covers multiple branches of science while our range is

mainly the grades of grade 11 STEM old male student and newly transferred female student in

the SY 2017-2018 in the school of Don Bosco – Tarlac, which is mainly earth-science and

chemistry. The related research shows percentage and rate of the difference of men and women

in various fields of science.

12
Local

Girls and Women in Science: Where do they stand? (Gaea Katreena Cabico, 2018)

“There are more women in science than ever before”

In the Philippines, almost half of Filipino science and technology practitioners are

females, the most recent government data showed. The Philippines take pride as the narrowest

gender gap in Asia and 10th in the world, according to the 2017 Global Gender Gap Report.

There is a topic in the article stating that there is a lack of female role models for female to

idolize and make them a role model for them.

The similarities of the research of the researchers and the study of Ms. Cabico is that the

gender gap in the Philippines and in the school of Don Bosco – Tarlac is getting narrower and

narrower suggesting that there will be more women in the field of science in the coming years.

The difference that we can gather is that if the Philippines is the narrowest in the 2017

Global Gender Gap Report it doesn’t reflect in the school of Don Bosco – Tarlac where there is

still a huge gender gap due to the traditions and practices of the school where it was known to be

an all-boys school and was just recently changed in the SHS field where it was opened for co-ed.

Research Hypotheses

The following hypothesis was tested at alpha (𝛼) level .05:

Null Hypothesis (Ho):

There is no significant difference between the Science grades of the old male students

and female transferees.

13
Alternative Hypothesis (Ha):

There is a significant difference between the Science grades of the old male students and

female transferees.

14
 Chapter 3

METHODOLOGY

This chapter presents the procedures and process that will be undertaken by the

researcher in conducting the study. It reflects how the researcher will answer the problems put

forward in the study, including the research design, the manner the subjects of the study will be

selected, the basic instrumentation procedures as well as the statistical tools that will be utilized

to process the data collected.

Research Design

The main research design is quantitative research design. According to Babbie (2010),

quantitative methods emphasize objective measurements and the statistical, mathematical, or

numerical analysis of data collected through polls, questionnaires, and surveys, or by

manipulating pre-existing statistical data using computational techniques. Quantitative research

focuses on gathering numerical data and generalizing it across groups of people or to explain a

particular phenomenon.

This study is a causal-comparative study which serves as a sample that was tested

concerning the hypotheses of the different grades of Don Bosco Senior High School Students of

2017-2018. The study was conducted in Sto. Cristo, Tarlac City at Don Bosco Technical

Institute. The subjects of the study will particularly be the grade 11 male and female students

during the school year 2017-2018. The subjects are to be compared to see if gender, type of

school, and specific factors have an effect to their grades, particularly in Science.

The Sample

Randomization on the choice of subjects was employed to control all possible extraneous

variables. Their population of the study was composed of the six STEM sections in Grade 11 at

Don Bosco Technical Institute Tarlac during the first and second semesters of the academic year

15
2017-2018, namely: 1) Braga; 2) Carreño; 3) Cogliandro; 4) De-Reggi 5) Rossi; and 6)

Rutkowski; each section is heterogeneous. All the sections received equal length of teaching

hours for Science class. Each section had a total number of students ranging from 46 up to 48.

The sections were dominated by male students leaving at least 20% of the class population to

female students.

From a list of 284 students at this school for the academic year 2017-2018, a number of

30 students among the six STEM sections Braga, Carreño, Cogliandro, De Reggi, Rossi, and

Rutkowski were chosen as the sample to make this research valid.

The randomly selected Grade 11 Students who were willing to participate in the research

and met the subject criteria were the officially selected sample.

The researches agreed upon that the samples are randomly selected through stratified

random sampling with the sex being used to define groups, and quota sampling to meet the

subject criteria.

The Instrument(s)

The researchers made use of existing data from the previous school year (2017-2018)

which are the grades of the former grade 11 students in their Science subjects. These grades were

gathered to be used in comparing the performance of the old male students and female

transferees in Science.

The researchers also gathered data from different schools; a) class hours; b) average class

size; and c) calendar of activities.

The data collected from the different schools and the grades of the randomly chosen

students were the research instruments that utilized in the study.

Intervention

The research will explain and enlighten different schools and departments regarding the

Science grades of their individual students. It helps others to innovate and think of better ways to

16
improve their style, curriculum, way of teaching, or time of each subjects and other factors

affecting the grades of the students. It can make sure that the research will be going to be

effective for the schools and teachers who are going to be able to read and use the result of the

research as a guide for a better ways and better understanding of a student. Teachers, students, or

the school itself can utilize the research to understand the important parts in achieving high

grades and to make sure that students are going to use what they learn in the real world.

Our respondent’s gain in our research is that knowledge of the difference of the two sex with

regards to the old male grade 11 Bosconians and newly transferred female Bosconians coming

from the top 5 schools of where they were previously enrolled. The researchers will choose the

top five schools of where female respondents were previously enrolled to.

Data Collection Procedure

The process for gathering the needed data in the study is described in the following steps.

1. The researchers will gather the data by the means of direct method. The researchers had

the data by gathering the grades of the grade 11 in the Science subjects during the

school year 2017-2018 directly from their former teacher, Mrs. Rochelle Custodio.

Through this, the researchers had accurate data; it specifically indicates the performance

of the student in the subject. This method is basically the most convenient way to collect

data from the students because it is not time consuming and is reliable.

2. The researchers will also gather data from direct sources to collect the necessary

information that will satisfy the research’s questions such as a copy of the former

schools of the female transferees from the school registrar, Ms. Alicia Solano.

3. Other school activities, class hours, and average class size were also collected through a

survey from the female transferees who came from the following top 5 schools:

Bayanihan Institute (BI), College of the Holy Spirit-Tarlac (CHST), Ecumenical

17
 Christian College (ECC), Our Lady of Ransom Catholic School (OLRCS), and Tarlac

Montessori School (TMS).

By the time the researchers collected the necessary data to complete the information they

need, they were be able to answer the problems of the study.

The researchers agreed to keep the gathered information as confidential, with respect to

those students who wish to remain unknown.

Statistical Treatment

To facilitate easy understanding of data input, the following statistical tools will be

utilized in this study:

Frequency. The data gathered from the sources were being tabulated and analyzed to

make the necessary and appropriate interpretation of the findings of the study.

Measure of Central Tendency. After the data have been collected, they have to be put into

a form that will make it possible to summarize and interpret them easily by the researcher. One

of the first statistics usually computed for a set of data is a measure of central tendency or

average. An average is a single figure that stands for or represents a group of figures. The mean,

which is a measure of central tendency, was used in the research project. The mean was obtained

by getting the sum of all values. By dividing the summation of the values by the total number,

the mean will be obtained.

The formula to be used to calculate the mean is:

x
 x
n

18
 where x is the mean and is read as X-bar

 is the sum of scores or measure

n is the number of cases

Test of Hypothesis. The research will make use of the t-test which is a statistical test used

to determine whether two population means are different when the variances are unknown and

the sample size is less than 30. The test statistic is assumed to have a normal distribution, and

nuisance parameters such as standard deviation should be known for an accurate t-test to be

performed.

Plan for Data Analysis

Data collected are to be discussed and analyzed further by the researchers.

1. They are to be tallied and recorded and tabulated by the researchers.

2. The data collected are interpreted into frequencies with their corresponding percentages

and tables to illustrate the results then establishing the rankings.

3. To easily see the comparison between the grades of the two groups, the frequency

polygon will be used to clearly show the result of the gathered data.

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Conceptual Framework

S
M
C
A D
I
L FACTORS THAT I
E
AFFECT
N E F
Class Hours
C F
Class Size
E E
Class
Environment R

G Extra-Curricular E
F
Activities N
R
E
A C
M
D E
A
E L
S E

Figure 1. Paradigm of Study

The paradigm is the structural summary of how the research will obtain answers for its

problems. The Science grades are to be the basis of this study, as soon as it was gathered, the two

groups: old male students and female transferees are to be compared. The comparison will lead

to specific factors contributing to these differences, once these are obtained, analyzed, and

interpreted, the research will be able to determine the difference between the grades of the two

groups.

20
 Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data collected in tabular and textual terms. The data were

organized, classified, and examined using the appropriate statistical tools and procedures

described in Chapter III. Interpretation was made in the light of specific questions raised in this

study.

As regards the problems of the study, the following were gathered. 1) grades of the old

male students and female transferees in Science; 2) comparison of the students’ grades with

regard to sex; 3) factors that contribute to this comparison based on the following variables:

class hours, class size, class environment, extra-curricular activities, and school culture; and 4)

significant difference between the Science grades of the old male students and female

transferees.

1. What are the grades of the old male students and female transferees in Science in the

S.Y. 2016-2017?

This research question was formulated in order to obtain the concrete basis of the

performances of the old male students and female transferees in the subject. Table 1 shows

the two groups’ final grade in General Chemistry in the school year 2017-2018.

TABLE 1
The Science Grades of the Grade 11 Old Male Students in the S.Y. 2017-2018

GRADES Descriptor FREQUENCY PERCENTAGE

75-79 Fairly Satisfactory (FS) 1 7%
80-84 Satisfactory (S) 3 20%
85-89 Very Satisfactory (VS) 3 20%
90-92 Outstanding (O-) 3 20%
93-95 Outstanding (O) 2 13%
96-100 Outstanding (O+) 3 20
Total 15 100%

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 As reflected in Table 1, one (1) student from the male group received grades

ranging from 75-79 while three (3) reached grades ranging from 96-100. This connotes

that old Bosconians performed “Outstanding” in General Chemistry and were able to

perform outstandingly to reach grades ranging from 96-100.

TABLE 2
The Science Grades of the Grade 11 Female Transferees Students in the S.Y. 2017-2018

GRADES Descriptor FREQUENCY PERCENTAGE

75-79 Fairly Satisfactory (FS) 0 0%
80-84 Satisfactory (S) 0 0%
85-89 Very Satisfactory (VS) 5 33%
90-92 Outstanding (O-) 6 40%
93-95 Outstanding (O) 1 7%
96-100 Outstanding (O+) 3 20%
Total 15 100%

As reflected in Table 2, majority of the female transferees, having a frequency of 6 and a

percentage of 40%, received grades which ranged from 90-92, with the descriptor “Outstanding

(O-)”, while nobody received grades ranging from 75-79 and 80-84. This reveals that none of

the female transferees performed poorly in General Chemistry. Since none of them received a

grade lower than 85, this reveals that female students’ are less prone to lower or failing grades

and are capable of reaching the highest grades.

2. How do the Science grades of the students compare with regard to sex?

Such a research question was posed to determine the difference of the Science grades of

the old male students and female transferees in the school year 2017-2018 — if the result of

the comparison would conform or disagree with previous studies.

22
 Figure 1 shows the General Chemistry grades of the two groups (old male students and

female transferees).

FIGURE 1
The Comparison of Science Grades of the Old Male Students and Female Transferees

For this frequency polygon, it is clearly shown that the grades of the female transferees

compared to the old male students are totally different. The performance and grades of the

female transferees in the subject Science is better. No one in the female transferees got a grade of

85 below and compared to the old male students they have a percentage of 7% whom received

grades ranging 75-79. In terms of grades ranging from 85-92, the female transferees had higher

percentages. B grades ranging from 93-95, the male students have a totally higher percentage

than the female transferee students. Both male old students and female transferee students

received grades ranging 96-100 with a frequency of 3 students and percentage of 20%.

The figure reveals that female students tend to obtain the highest grades while male students

obtain the lowest.

23
3. What are the factors that contribute to the comparison between the grades of the two

groups based on the following variables: 3.1) class hours; 3.2) average class size; 3.3)

classroom environment; and 3.4) extra-curricular activities?

Such research question was formulated to reveal the different factors involved in the

diversity of grades between the two groups and how these factors affect the performance of the

students.

Since one of from the two groups, the female transferees, come from different schools, the

researchers considered their former school they come from as one of the major difference

between the other group (old male students).

Table 3 show the summary of the comparison between the two groups: a) the school of the

old male students, Don Bosco Technical-Institute; and b) the schools of the female transferees,

Bayanihan Institute (BI), College of the Holy Spirit-Tarlac (CHST), Ecumenical Christian

College (ECC), Our Lady of Ransom Catholic School (OLRCS), and Tarlac Montessori School

(TMS). For group B, the data gathered were averaged in order to obtain the following values.

The two groups were compared by the different factors: 1) class hours, 2) average class size,

3) classroom environment, and 4) extra-curricular activities.

TABLE 3
Comparison of Specific Factors between the School of Old Male Students and (Group A)
and Female Transferees (Group B)

CLASS CLASS
GROUP HOURS SIZE ENVIRONMENT ACTIVITIES
A 8 46 Exclusive 15
B 8 40 CoEd 8

As reflected by Table 3, the two groups had the same duration of class hours therefore there

is no actual difference between the time both groups spend in the classroom. In average class

24
size, group A had a larger number than group B with a difference of 16. For class environment,

group A was an exclusive school, while group B was a coed. And in the extra-curricular

activities, the latter had lesser activities than the former by 7.

The following variables were assumed by the researchers. For a more detailed comparison,

tables and interpretations for each factor are as follows:

3.1. Class hours?

Table 4 shows the class hours of Don Bosco Technical Institute and the female

transferees’ former schools: Bayanihan Institute (BI), College of the Holy Spirit-Tarlac

(CHST), Ecumenical Christian College (ECC), Our Lady of Ransom Catholic School

(OLRCS), and Tarlac Montessori School (TMS).

TABLE 4
Comparison of Class Hours of Don Bosco and Former Schools of the Female Transferees

SCHOOL AVERAGE CLASS HOURS

Don Bosco Technical Institute 8 hours
Bayanihan Institute 7.5 hours
College of the Holy Spirit 9 hours
Ecumenical Christian College 8 hours
Our Lady of Ransom Catholic School 9 hours
Tarlac Montessori School 8 hours

In this table, it can be interpreted that Bayanihan Institute’s class hours lasts for 7.5

hours, Don Bosco Technical Institute, Ecumenical Christian College and Tarlac Montessori

School lasts for 8 hours, and College of the Holy Spirit of Tarlac and Our Lady of Ransom

Catholic School lasts for 9 hours, making them the schools with the longest class hours.

The table presents that DBTI and most of the schools included have the same class

hours, therefore this does not necessarily affect the variation of grades of the old male

students and female transferees.

25
 3.2. Class size?

Table 5 shows the average class size of Don Bosco Technical Institute and the female

transferees’ former schools: Bayanihan Institute (BI), College of the Holy Spirit-Tarlac

(CHST), Ecumenical Christian College (ECC), Our Lady of Ransom Catholic School

(OLRCS), and Tarlac Montessori School (TMS).

TABLE 5
Comparison of Average Class Size of Don Bosco and Former Schools of the Female
Transferees

SCHOOL AVERAGE CLASS SIZE

Don Bosco Technical Institute 46
Bayanihan Institute 34
College of the Holy Spirit 48
Ecumenical Christian College 36
Our Lady of Ransom Catholic School 48
Tarlac Montessori School 35

The table presents the average class size of the different schools: Bayanihan Institute

with 34 persons, Tarlac Montessori School with 35 persons, Ecumenical Christian College

with 36 persons, Don Bosco Technical Institute with 46 persons, and College of the Holy

Spirit of Tarlac and Our Lady of Ransom Catholic School with 48 persons, making them

both the schools with the highest size per class.

The class size of DBTI and most of the schools included are similar and almost the

same, therefore class size does not directly have an effect on the variation of grades of the

old male students and female transferees.

26
3.3. Class environment?

Table 6 shows the class environment of Don Bosco Technical Institute and the female

transferees’ former schools: Bayanihan Institute (BI), College of the Holy Spirit-Tarlac

(CHST), Ecumenical Christian College (ECC), Our Lady of Ransom Catholic School

(OLRCS), and Tarlac Montessori School (TMS).

TABLE 6
Class Environment of Don Bosco and Former Schools of the Female Transferees

SCHOOL CLASS ENVIRONMENT

Don Bosco Technical Institute Exclusive
Bayanihan Institute Coed
College of the Holy Spirit – Tarlac Coed
Ecumenical Christian College Coed
Our Lady of Ransom Catholic School Coed
Tarlac Montessori School Coed

Here in this table, the four (4) schools are coeducational (coed) while only Don Bosco
Technical Institute is the only exclusive (all-boys) school. It is expected that the exclusives
will adapt to the new changes in culture while the female Coed students will also adapt,
since Don Bosco Technical Institute is formerly an all-boys school and is dominated by boys.
The female Coed students will have an advantage and better background than the
exclusives because they had already experienced diversity. They know how to socialize and
co-exist with the opposite sex in classroom settings, and have already experienced the
challenges of sexism.
In academics, female students tend to be better in class than males because females
tend to study and work more cooperatively and collaboratively. While males in some
occasions tend to be more competitive and easily lose focus, quickly diverting their
attention to other things. (Highfield, 2007)

27
3.4. Extra-Curricular Activities?

Table 7 shows the extra-curricular activities of Don Bosco Technical Institute and the

female transferees’ former schools: Bayanihan Institute (BI), College of the Holy Spirit-

Tarlac (CHST), Ecumenical Christian College (ECC), Our Lady of Ransom Catholic School

(OLRCS), and Tarlac Montessori School (TMS).

TABLE 7
Extra-Curricular Activities of Don Bosco and Former Schools of the Female Transferees

DB CH OLR
EXTRA-CURRICULAR ACTIVITIES TI BI ST ECC CS TMS
1. Socializations/Acquaintance Party ✓ ✓ ✓
2. Culminating Activity: Nutrition Month ✓ ✓ ✓ ✓ ✓ ✓
3. Culminating Activity: Buwan ng Wika ✓ ✓ ✓ ✓ ✓ ✓
4. Intramurals ✓ ✓ ✓ ✓ ✓ ✓
5. Feast of the Most Holy Rosary ✓ ✓ ✓ ✓
6. Literary, Musical, & Academic Contests ✓ ✓ ✓ ✓
7. Christmas Party ✓ ✓ ✓ ✓ ✓ ✓
8. JS Promenade/Moving-up Ball ✓ ✓ ✓ ✓ ✓ ✓
9. Recollection/Retreat ✓ ✓ ✓ ✓ ✓
10. Family Day ✓ ✓ ✓ ✓ ✓
11. Founder's Day/Week ✓ ✓ ✓ ✓
12. Bible Day/Feast Days ✓ ✓ ✓ ✓
13. Special Occasions (Rector's/Principal's
Day) ✓ ✓ ✓
14. Teacher's Day/Gratitude Day ✓ ✓ ✓ ✓ ✓
15. United Nations Celebration ✓ ✓ ✓
16. Career Week ✓ ✓ ✓ ✓
Total Number of Activities 15 12 11 12 11 13

The table presents the extra-curricular activities of the different schools. As we can

see from the table, some schools have distinct activities while some doesn’t conduct some

activities. DBTI doesn’t have a Socialization or Acquaintance party, BI doesn’t have

United Nations Celebration, Feast days, Retreats/Recollections, CHST doesn’t have

Socializations, Family Day, Rector’s/Principal’s Day, UN Celebration and Career Week,

ECC doesn’t have Founder’s Week, Feast Days, and Rector’s/Principal Day, OLRCS

28
 doesn’t have Socializations, LitMus and Academic Contests, Founder’s Week, Teacher’s

Day and UN Celebration. Lastly, TMS doesn’t have LitMus and Academic Contests,

Career Week and Rector’s/Principal Day.

It is noticed also that religion based schools have more activities than just schools who

focus on academics. It may seem so that having less extra-curricular activities will help a

student focus more in his/her studies but actually having more extra-curricular activities is

better, but not that much, otherwise, it may cause negative effects.

This reveals that DBTI gives importance not only in its academics but also in extra-

curricular activities, supporting a balance between the two variables. While it may seem a

rather holistic approach in the school system, too much focus on these activities may result

to the inability to prioritize and the risk of students’ incompetence in academics.

5. Is there a significant difference between the Science grades of the old male students and

female transferees?

This research question was formed to reveal the difference between the performance of the

old male students and female transferees in the Science subject. Table 8 shows the grades of the

two groups in General Chemistry.

TABLE 8
Comparison of the Science Grades of the Old Male Students and Female Transferees in
General Chemistry

STANDARD T-
GROUP MEAN DESCRIPTOR DIFFERENCE
DEVIATION VALUE
Old Male
89.07 VS 6.56
Students
2.46 -1.29
Female
91.53 O- 3.36
Transferees

29
 As shown in the Table, the former students got a mean score of 89.07 and a standard

deviation of 6.56 whereas the female transferees garnered a mean score of 91.53 and a

standard deviation of 3.36. The difference of the means scores was 2.46.

Since the computed t-value is -1.29 is greater than the critical value,  2.045, the null

hypothesis is accepted. Therefore, at 5% level of significance, it is only correct to say that

there is a significant difference between the grades of the old male students and female

transferees of grade 11 in the school year 2017-2018.

This signifies that the female transferees performed better in Science than the old

male students but with only slightly minimal difference.

30
 Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

This chapter highlights the important findings of the investigation, the conclusion and

implications drawn from the summary of findings, suggestion for further research and

recommendations.

SUMMARY

Statements of the Problem

This research generally aimed to determine the difference of the Science grades of old

male students and female transferees

Specifically, it seeks to answer the following questions:

1. What are the grades of the old male students and female transferees in Science, specifically

General Chemistry 1, in the S.Y. 2017-2018?

2. How do the Science grades of the students compare with regard to sex?

3. What are the factors that contribute to the comparison between the grades of the two groups

based on the following variables:

3.1. Class hours?

3.2. Class size?

3.3. Class environment? and

3.3. Extra-Curricular Activities?

6. Is there a significant difference between the Science grades of the old male students and

female transferees?

7. What are the implications of this study?

31
Hypothesis

The following hypothesis will be tested at alpha (α) level .05:

There is a significant difference between the Science grades of the old male

students and female transferees.

FINDINGS

The data gathered revealed the following:

1. The group of the old male students belonged to the very satisfactory level while the

group of female transferees belonged to the outstanding (O-) level in terms of their

performance in General Chemistry. The result reveals that the group of female

transferees have higher level of performance in the subject.

2. The female transferees obtained higher grades than the old male students in General

Chemistry. The male students obtained grades that ranged from 76 to 97 whereas

female students obtained grades that ranged from 87 to 98. Undeniably, male students

receive the lowest grades and female students receive the highest grades.

3. Certain factors were considered in the contribution of the difference between the

grades of the two groups. The variables that were considered were as follows:

3.1. Class hours

The two groups had the same number of hours spent in the classroom having little

to no comparison existing between the two groups.

3.2. Average Class Size

Generally, the old male students’ school (group A) had a larger class size than

the female transferees’ school (group B) by 13%. While there may seem to be a

slight difference between the two groups, the class size of most of the schools

involved in group A were actually equal to the class size in group B.

32
 3.3. Class Environment

The two groups clearly differed in class environment, group A was an

exclusive all-boys school whereas group B was a coeducational school. This implies

that students in group A were at disadvantage for they were not used to having

classmates of the opposite sex whereas students in group B have been highly

adjusted to it, coming from a coeducational institution.

3.4. Extra-Curricular Activities

Group A had a greater number of extra-curricular activities than group B by

20%. Its huge difference implies that the former group give more priority to these

activities more than the latter group.

4. The null hypothesis was accepted at alpha (α) level .05, and so, a significant

difference existed between the performances of the two groups. This signifies that

group B (female transferees) performed better than group A (old male students) in

General Chemistry as revealed by the disparity between the means scores and

sizeable difference.

CONCLUSIONS

With the findings presented, the following conclusions were drawn:

1. The students perform well in General Chemistry.

2. The old male students generally obtain grades that ranged within the descriptor “very

satisfactory” and female transferee students obtain grades that ranged within the

descriptor “outstanding (O-)”. Female students are more capable of reaching the highest

grades while male students are more prone to receiving mediocre grades, if not the lowest.

Female students exert more effort than male students in academics.

33
 3. The class environment and extra-curricular activities affect the academic performance of

the students. Students from an exclusive school struggle in adjusting to the sudden shift

in school type. An irrational number of extra-curricular activities are distractions that

make students prone to academic incompetence.

4. The female transferees have better grades than old male students in General Chemistry.

RECOMMENDATIONS

Based on the findings and conclusions presented, the following recommendations are

presented:

1. School System

1.1 DBTI has been an exclusive all-boys school ever since it was built, it is only natural

that its students will have a hard time adjusting to its sudden shift into a

coeducational school because in an exclusive all-boys school, there is no gender

pressure and males tend to have longer time to be boys and explore various interests.

Unlike the female transferees who came from coeducation schools, they are not used

to coexisting with the opposite sex. Since males are more competitive than

cooperative, they tend to lose focus immediately. Therefore, for male students to

learn and perform better, you must get their attention and get them hooked in a way

that will trigger them to meet or exceed the standards which the opposite sex

establishes, otherwise they will lose interest. In certain situations, creating a culture

of healthy competitions could produce positive outcomes.

1.2. Reducing the number of extra-curricular activities, or if not, the duration of these

activities would be a great deal of help in improving the performance of the students.

Having a greater number of activities than other schools says a lot about DBTI. It is

no secret that the school gives equal importance to the school’s extra-curricular

activities and its academics, promoting a holistic way of educating its students.

34
 While it may seem to be an ideal system for some, it can also result into negative

outcomes. The priority given to these activities may become a hindrance to the

academics of a student. While the school encourages its students to have fun, some

students may lose interest in studying, which may seem to not fit their idea of “fun”.

Failure for the students to prioritize may result into academic incompetence,

therefore the researchers recommend that the school decrease the number of extra-

curricular activities, or the duration of these activities gradually in the school years to

come.

1.3. Despite having a large number of activities which may pose certain risks, students

engaging in these extra-curriculars may also obtain positive effects if handled

appropriately. The student will be able to learn how to manage his/her time and how

to set goals for one self. The student will personally grow and develop, gain

confidence, improve social relationships and adaptability, and enhance their ability to

fulfil commitments. Once these traits are applied, even in academics, extra-curricular

activities will be an advantage to students’ and their future college applications.

Educating students on how to balance their extra-curricular activities and academics

would be of better help in the long run than ensuring them with considerations and

extra credit or special treatment.

2. Research

2.1. More research on the grades of old male students and female transferees may be

carried out on a bigger scale (whole senior high school department) so as to determine

the specific need of students and to increase the understanding on how these students

perform.

2.2. Further research may be conducted on how each of the factors mentioned are

correlated to the grades of the students.

2.3. Additional research may be conducted to the school’s grading system and how

35
 reliable it is to determine the performance of a student in a certain subject.

2.4. Studies may be made to identify other factors that are found within their current

school (DBTI) and not their former schools that contribute to the variation of their

grades.

2.5. Research with other subjects other than Science may be conducted to determine

whether there is a difference between their grades in Science and in a different

subject (i.e. Mathematics, Languages)

36
 BIBLIOGRAPHY

Halpern, D. & LaMay, M. (2000). The Smarter Sex: A Critical Review of Sex
Differences in Intelligence, 12(2), 229–246.

Highfield, R. (2007). Study finds women cooperate better than men. Telegraph Media
Group Limited.

Amelink, C. (2009). Literature Overview: Gender Differences in Science Achievement.

Meta-Analytic Studies of Gender Differences in Science Achievement and Issues
Associated with Continued Gender Differences in Science Achievement, 13.

Villoutreix , E. (2012). Education Indicators in Focus. Organisation for Economic

Co-operation and Development (OECD) Organization.

Susman, K. (2013). The importance of science in our education. Vassar College:

Teaching Tales.

Weiss M., Heikamp T., & Trommsdorff, G. (2013). Gender differences in school
achievement: The role of self-regulation. US National Library of Medicine,
National Institutes of Health.

Jensen III, L. (2015). 13 Real Differences Between Male And Female Brains. Thought
Catalog.
Joseph, A., John, O., Eric., I. Yusuf, S., Olubunmi, A. (2015). Effect of Gender on
Students’ Academic Performance in Computer Studies in Secondary Schools in
New Bussa, Borgu Local Government of Niger State. Journal of Education and
Practice, 6(33), 1.

Pash, C. (2015). Science Has Finally Shown That Girls Are Smarter At School
Than Boys, Business Insider Australia.

Stoet, G. & Geary, D. (2015). Sex differences in academic achievement are not related to
political, economic, or social equality. Department of Psychological Sciences,
University of Missouri, Columbia, MO, USA.

Hemmelder, V., Blanchard T. (2016). Why Humans Are Hard-Wired For Curiosity.
Footnote: Harvard University.

Royesh, A. (2016). Education is a human need: A teacher’s dedication to his country and
to girls’ education. Global Partnership for Education.

Price, M. (2017). Study finds some significant differences in brains of men and women.
American Association for the Advancement of Science.

37
 APPENDIX I

1. What are the grades of the old male students and female transferees in Science in the S.Y.

2017-2018?

2. How do the Science grades of the students compare with regard to sex?

3. What are the factors that contribute to the comparison between the grades of the two groups

based on the following variables:

3.1. Class hours?;

3.2. Class size?;

3.3. Class environment?; and

3.3. Extra-Curricular Activities?

4. Is there a significant difference between the Science grades of the old male students and

female transferees?

38
 APPENDIX II
LETTER TO THE SCHOOL REGISTRAR

Republic of the Philippines

Don Bosco Technical Institute
Sto. Cristo, Tarlac City

Miss Alicia Solano

School Registrar
Don Bosco Technical Institute

Madam,
We, Ariel Escoto, Alliah Mañgino, Marijune Martin, Paolo Miranda, Vico Paule, Marino
Sacro, Jason Sicat, and Angelo Tañedo, students coming from Grade 12 - Glowicki of
Don Bosco Technical Institute are presently conducting a research study entitled
“Science Dominance: Grade 11 Stem Male and Female Bosconians for SY 2017-2018”, a
partial requirement for our Practical Research 2.

In line with this, may we ask your good office the permission to have a copy of former
schools of the female Grade 11 students in the school year 2017-2018 required in
completing our study?
We hope for your kind approval. Thank you and God Bless.

Respectfully Yours,
Ariel D. Escoto Jr.
Alliah Czarielle N. Mañgino
Marijune P. Martin
Paolo Dominique C. Miranda
Vico Aldwin G. Paule
Marino III M. Sacro
Jason Alexander Niño E. Sicat
Angelo Jay M. Tañedo

Noted By:
Ms. Jessa Mari S. Salonga
Practical Research 2 Teacher

Approved By:
Miss Alicia Solano (SGD)
School Registrar

39
 APPENDIX III
LETTER TO THE SUBJECT TEACHER

Republic of the Philippines

Don Bosco Technical Institute
Sto. Cristo, Tarlac City

Mrs. Rochelle Custodio

Grade 11 Earth Science & General Chemistry Teacher
Don Bosco Technical Institute

Madam,
We, Ariel Escoto, Alliah Mañgino, Marijune Martin, Paolo Miranda, Vico Paule, Marino
Sacro, Jason Sicat, and Angelo Tañedo, students coming from Grade 12 - Glowicki of
Don Bosco Technical Institute are presently conducting a research study entitled
“Science Dominance: Grade 11 Stem Male and Female Bosconians for SY 2017-2018”, a
partial requirement for our Practical Research 2.

In line with this, may we ask your good office the permission to have a copy of the final
grades of the Grade 11 students in General Chemistry in the school year 2017-2018
required in completing our study?

We hope for your kind approval. Thank you and God Bless.

Respectfully Yours,
Ariel D. Escoto Jr.
Alliah Czarielle N. Mañgino
Marijune P. Martin
Paolo Dominique C. Miranda
Vico Aldwin G. Paule
Marino III M. Sacro
Jason Alexander Niño E. Sicat
Angelo Jay M. Tañedo

Noted By:
Ms. Jessa Mari S. Salonga
Practical Research 2 Teacher

Approved By:
Mrs. Rochelle Custodio (SGD)
Grade 11 Earth Science & General Chemistry Teacher

40