A Study on the Influence of Sex on the Academic Performances of STEP

Students

A Research Study

Presented to

Senior High School Department

ILIGAN CITY NATIONAL HIGH SCHOOL

Iligan City

Mocorro,Neory Cris

Aligno,Marjorie

Borja,Camilla

Bombona,Sittie Afnan

JESSIERIE E. REVILLE

Research Adviser

October 2019
 ACKNOWLEDGEMENT

The researhers would like to give thanks to all individuals that

become a big part of this study. Their contributions are sincerely appreciated

and gratefully acknowledged.

First, we would like to thank God for giving us the strenght we need,

blessings and wisdom to finish this study. To our family,especialy to our

mother and father for their time,moral and financial support in order to finish

this [Link] Ma’am Jesserie E. Reville our Research Adviser, for helping us

in improving and making this study more relevant also to our dear Panelist. To

all STEP students and adviser for allowing us to conduct our study to their

respective classrooms with no [Link] would also like to express our

deepest appreciation to all respondents for their participation for us to come

up with a meaningful data gathering.

 ABSTRACT

MOCORRO,NEORY CRIS S. Et al., “A Study on the Influence of Sex on

the Academic Performances of STEP Students”. Unpublished Research
Study, Iligan City National High School, Iligan City, October 2019.

This study was conducted to ascertain the influence of sex on the academic
performances of STEP students in Iligan City National High School. Two
hundred STEP students were respondents of this study. The study is
delimited to the Grade 7 to Grade 10 STEP students in Iligan City National
High School. This study utilized a Random Sampling design in which the
researchers randomly picked respondents in each section to use as a
[Link] data gathering tool used in the conduct of the study was a
 TABLE OF CONTENTS

PAGE

Title Page..........................................................................................i

Acknowledgement.............................................................................ii

Abstract.............................................................................................iii

Table of Contents..............................................................................iv

CHAPTER

I. THE PROBLEM AND ITS SCOPE

Introduction

Theoretical Framework

Conceptual Framework

Statement of the Problem

Significance of the Study

Scope and Limitations

Operational Definition of Terms

II. REVIEW OF RELATED LITERATURE AND STUDIES

III. RESEARCH METHODOLOGY

Research Design

Research Environment
 Participants of the Study

Sampling Design

Research Instrument

Data Gathering Procedure

IV. PRESENTATION,ANALYSIS AND INTERORETATION OF DATA

V. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

Findings

Conclusion

Recommendation

BIBLIOGRAPHY

APPENDIX A. Letter to Conduct Research

APPENDIX B. Survey Questionnaire

PROFILE
A Study on the Influence of Sex on the Academic Performances of STEP
Students

Chapter I

THE PROBLEM AND ITS SCOPE

Academic performances are essential part of every students,

through performances it helps the students grow or to learn more, in aspects

of performing it helps young students to gain more experinces, confidence,

and thinking of new ideas. When people hear Academic Performance they

often conclude it’s a person’s GPA. Student achievement in academic is

important for the successful development of young people in society

because we have a sayings by Jose Rizal that “The Youth is the Hope of our

Country”. That’s why students who do well in school are better able to make

the transition into adulthood and to achieve occupational and economic

success. Young women and men are able to achieve occupational and

economic success.

The differences have to do with physical behaviors, styles of

social interaction, academic motivations, behaviors, and choices that affect

how sexes behave at school and in class. Boys, on average, are more likely

to speak up during a class discussion—sometimes even if not called on, or

even if they do not know as much about the topic as others in the class

(Sadker, 2002). On average, girls are more motivated than boys to perform

well in school, at least during elementary school. By the time girls reach high

school, however, some may try to down play their own academic ability in

order make themselves more likeable by both sexes (Davies, 2005). Even if

this occurs, though, it does not affect their grades: from kindergarten through

twelfth grade, girls earn slightly higher average grades than boys (Freeman,

2004). Sex diffences may be a factor in determining the students

perfomances, it includes the individual and household characteristics such as

students ability, motivation and quality of secondary education obtained and

the like. The difference between male and female academic performances in

secondary education are readily noticeable at this national level. Although

some researcher have found that there are no significant differences. in

male-female mathematics perfromance at any level, most have identified

female differences ( Atovigba,2012). In particular how does the sex difference

influence the performances in academic of Science Technology Engineering

Program (STEP) students?

THEORETICAL FRAMEWORK

The Science Technology Engineering Program (STEP) students in Iligan City

National High School is very active and participative in every activity. They

have different skills like singing, dancing, they have teamwork, good in
leading, in other words the students in Iligan City National High School STEP

have a multiple intelligence.

The study of gender and education encompasses sex differences in

educational outcomes such as achievement, attainment, and experiences

within the education system. This field also moves beyond the study of how

sexes influences educational outcomes and incorporates how these

differences impact the labor market, family formation, and health outcomes.

Early research in gender and education focused on whether differences in the

educational outcomes of males and females were due to biological

differences. Over time, research began to show that biological differences

between genders tend to be smaller than those within gender. Thus, biological

differences may play a relatively small role in educational outcomes while

other factors like socialization and differences in expectations of boys and

girls may play a larger role (Buchmann and Edmunds, 2018).

Piaget believed that all children progress through for stages and they

do so in the same order. Bukatku, D & Daehler, understanding of the

environment information and events. Piaget’s theory shows clearly that the

child’s understanding is only dependent on the stage that she/he has

reached and teachers ough to take this into account as they teach learners

at different levels of intellectual development . Bukatku, D & Daehler , W .

(1995)

Piaget,J. (1983) An important implication of Piaget’s theory is adaption

of instruction to the learner’s developmental level. The content of instruction

needs to be consistent with the developmental level of the learners. The

teachers role is to facilitate learning by providing a variety of experiences.

Teacher should obviously provide opportunities to learners to explore and

experience , by doing so is encouraging learner’s new understanding. Piaget

emphasizes the opportunities that allow learners of different cognitive levels to

work together and encourage less mature students to advance to create

[Link], J. (1983) The further implications to instruction is the

use if concrete hands on experiences to help learners learn additional

[Link] also emphasizes that teachers should allow opportunities

to classify and group information to facilitate assimilating new information with

previous knowledge .

CONCEPTUAL FRAMEORK

Independent Variable Dependent

Variable
Sex
Academic
(Male and Female)
Performances

Figure 1.0

This figure shows the relationship between Dependent Variable(Academic

Perofromance) and Independent Variables (Sex).

Sex which is the Independent Variable affects the Academic Performance(

Dependent Variables) of the students.

Hypothesis

Ho: There is no relationship between the sex to the Academic Performance of

STEP student in Iligan City National High School.

Ha:There is a relationship between the sex on the Academic Perfromace of

STEP student in Iligan City National High School.

STATEMENT OF THE PROBLEM

The reasearcher of this study aimed to measure and distinguish the effect of

sex on the academic of Science Technology Engineering Program (STEP)

students of Iligan City National High School. The researchers try to seek the

answer of the following questions:

1. What is the profile of students in terms of.

1.1 Sex

1.2 Grade Level

1.3 Age

2. What is the Academic perfromance of the respondents in the first

quarter?

3. Is there a relationship between Sex and Academic Performance of

STEP students?
 4. Does Sex influence the Academic perfromances of STEP students?

5. Who is preponderate on Academic Performances, Girls or Boys? Why?

SIGNIFICANCE OF THE STUDY

The purpose of this study is to determine how sex influence the academic

performance of STEP students in Iligan City National High School. The

research will be useful to students as it provides information about the sex

differences factor affecting the Academic of STEP [Link] finding of the

study will rebound to the following:

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

undertaking similar studies.

Male and Female Students. Help to determine if there is a preponderance in

sex on academic performances of STEP students in Iligan City National High

School.

Future [Link] study will help the future researchers in conducting

a more extensive study about sex factors that will affect the academic of

students of STEP students. This study will help by delivering additional

information and will be significant contribution to the progress in the [Link]

findings on this study served as a good source of accurate and useful

information for future researchers that are interested in furthering the study.

SCOPE AND LIMITATION

This study will be conducted in Iligan City National High School,Science

Technology Engineering Program (STEP) students. Limited to both sex both

male and female on their Academic performances. The weakness of the

research study is for being subjective since the source of the data is identified

respondents, the researchers hope that this study will be able to help in

understanding the concept of Gender differences affecting the academic

performances of STEP students in Iligan City National High School.

OPERATIONAL DEFINITION OF TERMS

For better understanding of this study, relevant terms were conceptually and

operationally defined.

Sex. Refers to the biological differences between boys and girls, such as the

genitalia and genetic differences.

Academic Performances. Academic performance is measured by the final

grade earned in the course. The academic performance is defined by

students’ reporting of past semester CGPA/GPA and their expected GPA for

the current semester. The grade point average or GPA is now used by most

of the tertiary institutions as a convenient summary measure of the academic

performance of their students.

Science Technology and Engineering Program (STEP). The STE

program is offered by specialized high schools, whether public or private,

supervised by the Department of Education (DepEd). The STE Program is a

special program which shall lay the foundation for a career and/or support to
a career for learners with interest and aptitude in Science, Technology and

Engineering.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents and discusses the related literature and studies on the

influence of sex on the academic performance of STEP students. This will

also give the reader the awareness of a current study about the influence of

sex on the academic performance of STEP students.

RELATED LITERATURE

Possible sex peer influence in learning have been debated and would have to

be taken into account in the design of school systems as well as in the policy

response to the recent revival of single-sex schools (Ciccone and Garcia,

2014).

The direction of the fallacious sex peer effects depends on the impact

of grade repetition on students’ academic skills. If grade repetition improves

retained students’ academic skills, exogenous shocks to the skills of girls and

boys at the birth cohort level lead to a fallacious optimistic sex peer influence

of girls on girls’ academic achievement and a fallacious negative sex peer

influence of girls on boys’ achievement. If students who have been retained in

the past perform on average worse academically than non-retained students

in the same grade, exogenous shocks to the sex composition of birth cohorts

also lead to a fallacious positive sex peer effect of girls on girls’ academic

achievement and a fallacious negative sex peer effect of girls on boys’

achievement. Other initial random instability, such as instability on student

abilities or on the criteria for student retention due to low performance, can

also lead to estimations implying wrong conclusions when there is a positive

retention rate and when the grade level estimation is used (Ciccone and

Garcia, 2014).

RELATED STUDIES
The study of the Gender Differences in Factors Affecting Academic

Performance of High School Students, indicated that differences were not

found in academic self-concept among male and female students as a role of

gender. In fact, the study declare how boys use notable learning strategies to

a lesser degree than do girls. The fact that the girls take greater responsibility

fot their academic failures (being less concerned than the boys about looking

good), together with their greater use of significant learning strategies, is

associated withthe girls obtaining better results in the subject of literature.

However, in defiance of other the other girls showing a moreadaptive

cognitive motivational pattern than the boys, the former do not obtain

significantly higher marks in the subject of mathematics. In summary, results

suggest that differencesexist in the cognitive-motivational functioning of boys

and girls in the academic environment (Ghasvini and Khajehpour, 2011).

Goni et al. (2015) also stated on the study of the Gender Difference in

Students’ Academic Performance in Colleges of Education in Borno State,

Nigeria: Implications for Counselling, that notable differences does not exist

between gender and academic performance of the students in Colleges of

Education in Borno State. In testing the hypothesis which stated there is no

significant gender difference in students’ and academic performance in

Colleges of Education in Borno State, The analysis revealed a mean ( x ) of

25.30 and Standard Deviation (SD) of 4.165 with degree of freedom (df) of

322 and (N) 188 for male students, a mean ( x ) of 26.94 and Standard

Deviation (SD) of 4.634 with degree of freedom (df) of 322 and N 134 for

female students. The observed t value of 3.32 compared with p- value of

.6680, the results indicated that there was no significant differences exist

between gender and Academic performance in Colleges of Education in

Borno State, in favour of female students therefore, the null hypothesis was

accepted.

Results described above reflect the existence of differences between boys and

girls in locus of control. We find specifically that while female students show

more internal locus of control, didn’t show significant difference in external

locus of control with male students. Differences were not found in academic self-

concept among male and female students as a function of sexes. The study in

fact reveals how boys use significant learning strategies to a lesser degree than

do girls. Finally, the fact that the girls take greater responsibility for their academic

failures (being less concerned than the boys about looking good), together with

their greater use of significant learning strategies, is associated with the girls'

obtaining better results in the subject of Literature. However, despite the girls

showing a more adaptive cognitive-motivational pattern than the boys, the

former do not obtain significantly higher marks in the subject of

Mathematics. In summary, results suggest that differences exist in the

cognitive-motivational functioning of boys and girls in the academic

environment. However, as indicated by Patrick et al. (1999) or Anderman and

Midgley (1997), one aspect that may be influencing the relationship that

exists between motivation and student's sexes is the type of academic discipline.

Future research should take into account not only differences in performance in

different subjects, but also differences that are produced as a function of sexes in

self-concept, locus of control and strategies used in different disciplines.

Furthermore, it would also be interesting to determine how other variables,

such as boys' and girls' perceptions of their classes and their teachers, as well as

differential treatment they might be receiving, might be influencing their motivation

and academic success. Results described above reflect the existence of differences

between boys and girls in locus of control. We find specifically that while female

students show more internal locus of control, didn’t show significant

difference in external locus of control with male students. Differences were not

found in academic self-concept among male and female students as a function of

gender. The study in fact reveals how boys use significant learning strategies

to a lesser degree than do girls. Finally, the fact that the girls take greater

responsibility for their academic failures (being less concerned than the boys

about looking good), together with their greater use of significant learning

strategies, is associated with the girls' obtaining better results in the subject of

Literature. However, despite the girls showing a more adaptive cognitive-

motivational pattern than the boys, the former do not obtain significantly

higher marks in the subject of Mathematics. In summary, results suggest

that differences exist in the cognitive-motivational functioning of boys and

girls in the academic environment. However, as indicated by Patrick et al.

(1999) or Anderman and Midgley (1997), one aspect that may be

influencing the relationship that exists between motivation and student's

gender is the type of academic discipline. Future research should take into account

not only differences in performance in different subjects, but also differences that are

produced as a function of gender in self-concept, locus of control and strategies

used in different disciplines. Furthermore, it would also be interesting to

determine how other variables, such as boys' and girls' perceptions of their classes

and their teachers, as well as differential treatment they might be receiving, might be

influencing their motivation and academic success. Results described above reflect

the existence of differences between boys and girls in locus of control. We find

specifically that while female students show more internal locus of control,

didn’t show significant difference in external locus of control with male students.

Differences were not found in academic self-concept among male and female

students as a function of gender. The study in fact reveals how boys use

significant learning strategies to a lesser degree than do girls. Finally, the fact that

the girls take greater responsibility for their academic failures (being less concerned

than the boys about looking good), together with their greater use of

significant learning strategies, is associated with the girls' obtaining better results

in the subject of Literature. However, despite the girls showing a more adaptive

cognitive-motivational pattern than the boys, the former do not obtain

significantly higher marks in the subject of Mathematics. In summary,

results suggest that differences exist in the cognitive-motivational

functioning of boys and girls in the academic environment. However, as

indicated by Patrick et al. (1999) or Anderman and Midgley (1997), one

aspect that may be influencing the relationship that exists between

motivation and student's gender is the type of academic discipline. Future research

should take into account not only differences in performance in different subjects, but

also differences that are produced as a function of gender in self-concept, locus of

control and strategies used in different disciplines. Furthermore, it would

also be interesting to determine how other variables, such as boys' and girls'
perceptions of their classes and their teachers, as well as differential treatment they

might be receiving, might be influencing their motivation and academic success.

Results described above reflect the existence of differences between boys and girls

in locus of control. We find specifically that while female students show more

internal locus of control, didn’t show significant difference in external locus of

control with male students. Differences were not found in academic self-concept

among male and female students as a function of gender. The study in fact

reveals how boys use significant learning strategies to a lesser degree than do

girls. Finally, the fact that the girls take greater responsibility for their academic

failures (being less concerned than the boys about looking good), together with

their greater use of significant learning strategies, is associated with the girls'

obtaining better results in the subject of Literature. However, despite the girls

showing a more adaptive cognitive-motivational pattern than the boys, the

former do not obtain significantly higher marks in the subject of

Mathematics. In summary, results suggest that differences exist in the

cognitive-motivational functioning of boys and girls in the academic

environment. However, as indicated by Patrick et al. (1999) or Anderman and

Midgley (1997), one aspect that may be influencing the relationship that

exists between motivation and student's gender is the type of academic

discipline. Future research should take into account not only differences in

performance in different subjects, but also differences that are produced as a function

of gender in self-concept, locus of control and strategies used in different

disciplines. Furthermore, it would also be interesting to determine how other

variables, such as boys' and girls' perceptions of their classes and their teachers, as
well as differential treatment they might be receiving, might be influencing their

motivation and academic success. Results described above reflect the existence of

differences between boys and girls in locus of control. We find specifically that

while female students show more internal locus of control, didn’t show

significant difference in external locus of control with male students. Differences

were not found in academic self-concept among male and female students as a

function of gender. The study in fact reveals how boys use significant learning

strategies to a lesser degree than do girls. Finally, the fact that the girls take greater

responsibility for their academic failures (being less concerned than the boys

about looking good), together with their greater use of significant learning

strategies, is associated with the girls' obtaining better results in the subject of

Literature. However, despite the girls showing a more adaptive cognitive-

motivational pattern than the boys, the former do not obtain significantly

higher marks in the subject of Mathematics. In summary, results suggest

that differences exist in the cognitive-motivational functioning of boys and

girls in the academic environment. However, as indicated by Patrick et al.

(1999) or Anderman and Midgley (1997), one aspect that may be

influencing the relationship that exists between motivation and student's

gender is the type of academic discipline. Future research should take into account

not only differences in performance in different subjects, but also differences that are

produced as a function of gender in self-concept, locus of control and strategies

used in different disciplines. Furthermore, it would also be interesting to

determine how other variables, such as boys' and girls' perceptions of their classes

and their teachers, as well as differential treatment they might be receiving, might be
influencing their motivation and academic success. Results described above reflect

the existence of differences between boys and girls in locus of control. We find

specifically that while female students show more internal locus of control,

didn’t show significant difference in external locus of control with male students.

Differences were not found in academic self-concept among male and female

students as a function of gender. The study in fact reveals how boys use

significant learning strategies to a lesser degree than do girls. Finally, the fact that

the girls take greater responsibility for their academic failures (being less concerned

than the boys about looking good), together with their greater use of

significant learning strategies, is associated with the girls' obtaining better results

in the subject of Literature. However, despite the girls showing a more adaptive

cognitive-motivational pattern than the boys, the former do not obtain

significantly higher marks in the subject of Mathematics. In summary,

results suggest that differences exist in the cognitive-motivational

functioning of boys and girls in the academic environment. However, as

indicated by Patrick et al. (1999) or Anderman and Midgley (1997), one

aspect that may be influencing the relationship that exists between

motivation and student's gender is the type of academic discipline. Future research

should take into account not only differences in performance in different subjects, but

also differences that are produced as a function of gender in self-concept, locus of

control and strategies used in different disciplines. Furthermore, it would

also be interesting to determine how other variables, such as boys' and girls'

perceptions of their classes and their teachers, as well as differential treatment they

might be receiving, might be influencing their motivation and academic success.

Results described above reflect the existence of differences between boys and girls

in locus of control. We find specifically that while female students show more

internal locus of control, didn’t show significant difference in external locus of

control with male students. Differences were not found in academic self-concept

among male and female students as a function of gender. The study in fact

reveals how boys use significant learning strategies to a lesser degree than do

girls. Finally, the fact that the girls take greater responsibility for their academic

failures (being less concerned than the boys about looking good), together with

their greater use of significant learning strategies, is associated with the girls'

obtaining better results in the subject of Literature. However, despite the girls

showing a more adaptive cognitive-motivational pattern than the boys, the

former do not obtain significantly higher marks in the subject of

Mathematics. In summary, results suggest that differences exist in the

cognitive-motivational functioning of boys and girls in the academic

environment. However, as indicated by Patrick et al. (1999) or Anderman and

Midgley (1997), one aspect that may be influencing the relationship that

exists between motivation and student's gender is the type of academic

discipline. Future research should take into account not only differences in

performance in different subjects, but also differences that are produced as a function

of gender in self-concept,locus of control and strategies used in different

disciplines. Furthermore, it would also be interesting to determine how other

variables, such as boys' and girls' perceptions of their classes and their teachers, as

well as differential treatment they might be receiving, might be influencing their

motivation and academic [Link] described above reflect the existence of

differences between boys and girls in locus of control. We find specifically that

while female students show more internal locus of control, didn’t show

significant difference in external locus of control with male students. Differences

were not found in academic self-concept among male and female students as a

function of gender. The study in fact reveals how boys usesignificant learning

strategies to a lesser degree than do girls. Finally, the fact that the girls take greater

responsibility for their academic failures (being less concerned than the boys

about looking good), together with their greater use of significant learning

strategies, is associated with the girls' obtaining better results in the subject of

Literature. However, despite the girls showing a more adaptive cognitive-

motivational pattern than the boys, the former do not obtain significantly

higher marks in the subject of Mathematics. In summary, results suggest

that differences exist in the cognitive-motivational functioning of boys and

girls in the academic environment. However, as indicated by Patrick et al.

(1999) or Anderman and Midgley (1997), one aspect that may be

influencing the relationship that exists between motivation and student's

gender is the type of academic discipline. Future research should take intoaccount

not only differences in performance in different subjects, but also differences that are

produced as a function of gender in self-concept, locus of control and strategies

used in different [Link], it would also be interesting to

determine how other variables, such as boys' and girls' perceptions of their classes

and their teachers, as well as differential treatment they might be receiving, might be

influencing their motivation and academic [Link] former do not obtain

significantly higher marks in the subject of Mathematics. In summary,

results suggest that differences exist in the cognitive-motivational

functioning of boys and girls in the academic environment

Based on the findings of the result of the study about the Effect of Gender on

Students Academic Achievement in Secondary School Social Studies, female

students in the experimental groups gained in achievement more than their

male counterparts did. However, hypothesis testing revealed that this

difference in the mean achievement scores of male and female students

exposed to treatment is not notable. The study also agrees with the claim that

gender difference may exist but a good method should be capable of

neutralizing the difference (Akinsola (2007). Hence, in the pre-test there

existed some gender difference between the sexes in both the experimental

and control groups. The difference that existed within the experimental groups

reduced drastically after treatment. Nevertheless, rather than reduce the

difference, the control group that did not experience treatment, has increased

gender difference. This finding implies that whether a student is male or

female, gender does not make a difference in their academic achievement.

The study reveals as well that academic achievement gained by both male

and female students in the experimental group surpassed that of their

respective counterparts in the control group. This study therefore affirm that

students academic achievement is not a function of gender. The

inconsistencies in the findings of studies reviewed, is an indication that the

gender factor in achievement remains an issue requiring diversified attention.

As Okonkwo (2012) noted, a clear understanding of gender differences in

achievement may require investigating these differences across sub skills

within a subject area rather than considering the overall achievement mean

score in a subject and this will lead to a more useful educational

recommendation. Additionally, examining the different aspects of socio-

cultural factors as they relate to gender issues may yield some positive

results. This study however, supports that there is no superiority between

male and female in terms of academic achievement in Social Studies.

Hypothesis two predicted that there would be no significant interaction effects

of gender and treatment on students academic achievement in secondary

school Social Studies. The findings revealed that there was a significant

interaction effect of gender and treatment on students academic achievement

in secondary school Social Studies (Dania, 2014).

 Chapter III

Methodology

This chapter present the methodology to answer the problem in chapter I. It

includes research design, research environment, sampling design, data

gathering procedures and statistical treatment.

Research Design

The researchers utilized a correlational-comparative design because it

investigates the relationships of Sex to the academic performance of

theScience Technology and Engineering Program student in Iligan City

National High [Link] because it compares two groups in an

attempts to draw a conclusion about A Study on the Influence of Gender on

the Academic of STEP Students. And Correlational because the

researchers determines whether or not two variables are correlated.

Sampling Design

This study utilized random sampling method in which the researchers picked

target respondents in each sections from Grade 7 to Grade 10 Science

 Technology and Engineering Program, girls and boys to use as a sample of

this study.

Grade Level Section No. Of Girls No. Of Boys No. Of

Respondents

7 Edison 18 19 32

7 Newton 21 16 28

8 Linnaeus 21 11 20

8 Mendel 17 17 30

9 Rutherford 25 11 18

9 Dalton 23 12 24

10 Einstein 23 13 24

10 Maxwell 22 12 24

Data Gathering Procedure

In the gathering of data, the researchers observed ethical process. The

researchers secured permission from the adviser in the research and after

the approval we will formally secured permission from the office of principal in

Iligan City National High School-Main Campus through assistant school

principal to conduct the study which entitled “A Study on the Influence of

Sex on the Academic Performances of STEP Students”. After given

permission, the researchers explained the purpose of the study to the

selected respondents and then they made sure each participant corresponds

to their predefined criteria. The researchers collected the data by means of

survey questionnaire. After the respondents have taken the tests; the papers

were checked, tallied, interpreted and analyzed.

Participants of the Study

The participants of the study consisted of Junior High School Science

Curiculum students from Iligan City National High School, from grade 7 to

grade 10, each year level consist of 2 sections.

Reseach Environment
 CHAPTER IV

PRESENTATION,ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, the analysis and the

interpretation of all the data gathered to answer each questions related to the

“ A Study on the Influence of Sex on the Academic Performances of STEP

students”.

The interpretation is arranged according to the order of the following

questions.

 First quarter Average of STEP students.

 Subject with lowest grade and what subject.

 Subject with highest grade and what subject.

 Hours spent in studying.

To make clear of the interpretation and analysis of the data, table

showing te result of the gathered data are included to accompany and

support the discussion relative to the above cited questions.

 Table 1. First Quarter Average of Female STEP students.

Iligan City National High School

Department of Senior High School

September 23, 2019

REX L. RAZO
Secondary School Principal III
Iligan City National High School

Thru: JOSE E. SALVADOR, PhD

Assistant School principal II

Sir:

Good Day!

We are Senior High School Humanities and Social Sciences (HUMSS) students in Iligan City
National High School. As one of our requirements in Practical Research 2, we are going to
conduct a study entitled:”Study on the effect of Sex on the Academic
Performances of STEP Students”. In this regard, we would like to request
your permission that we will be allowed to conduct our study in Iligan City
National High School.

Your approval would certainly contribute to the success of this research. We

earnestly hope and pray for your kind and consideration and favorable
[Link] You.

Respectfully yours,

Camilla Borja

Marjorie Aligno

Neory Cris Mocorro

Noted by:

Jesserie E. Reville JOSE E. SALVADOR,PhD

Practical Research 2 Teacher Assistant Principal II

REX L. RAZO

Secondary School Principal III

APPENDIX B:Survey Questionnare

Part I

Name(optional):_________
Grade Level:_________
Section:________
Age:___
Sex:______

Part II

Direction: Please respond to the following questions by encircling the letter

that corresponds to your response and fill in the blank where indicated.

1. First quarter Average:

a.90-100
b.85-89
c.80-84
d.75-79
[Link] 75

2. Subject with lowest grade:_____

Grade:____

[Link] with Highest grade:_____

Grade:_____
[Link] spent in studying:
a.1-2 hours
b.3-4 hours
c.5-6 hours
d. Others; ____

DOCUMENTATION
REFERENCES