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Level of Satisfaction on Student Services

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the answers to the specific problems earlier raised in the study.
Problem 1. What is the demographic profile of the respondents in terms of their:
1.1. Age
1.2. Sex
1.3. Year Level
1.4. Social Economic Status
1.5. Honors and Awards Received
1.6. Study Habit 1.1. Profile of the Respondents as to Age The frequency distribution and percentages of the respondents age, gender, year level; and honors and awards received are shown in Table 2. As presented in the table, it showed that there are 173 respondents for ages 11-13 with 44.25%, while 192 respondents for 14-16 with 49.10% and for 17 and above, there were 26 respondents equivalent to 6.67%. Out of 391 respondents, an age 14-16 has the largest frequency. For the gender category, there was 183 males with 46.80% while 208 for females which is equivalent to 53.20%. For gender category, female has the largest number of frequency. Of the 391 respondents, there were 97 respondents in grade 7 with 24.81%, for the second year, there were 98 respondents which is equivalent to 25.06%, for the third year, there were 96 respondents and equivalent to 24.55% and 100 respondents with 25.58% for the fourth year. It shows that the fourth year level has the high frequency respondents. For the honors and awards received, there were 28 valedictorian, 24 salutatorian, 52 belong to the TOP 10, 19 who gained awards for sports, 32 academic awardees like best in math, English etc, 34 for the behavioral awards and 202 for no rewards or honors at all. With the percentages of 7.16, 6.13, 4.86, 8.18, 8.70, and 51.66 respectively. It shows that out of 391 students, there were 202 non-awardees which is considered as the biggest frequency for honors and awards received category. Table 2 Profile of the students according to their Age, Sex, Year Level and Honors and Awards Received

1.1. Age Frequency Percentage 11 – 13 173 44.25 14 – 16 192 49.10 17-above 26 6.67 Total 391 100% 1.2. Gender Frequency Percentage

Male 183 46.80 Female 208 53.20 Total 391 100% 1.3. Year Level Frequency Percentage

Grade 7 97 24.81 Second Year 98 25.06 Third Year 96 24.55 Fourth Year 100 25.58 Total 391 100% 1.4. Honors and Awards Received Frequency Percentage Valedictorian 28 7.16 Salutatorian 24 6.13 TOP 10 52 13.30 Sports Related 19 4.86 Academics 32 8.18 Behavior 34 8.70 None 202 51.66 Total 391 100%

1.5. Profile of the Respondents as to Socio-Economic Status Table 5 was computed based on the Hunt’s Social Class Differential Rubrics. The responses were rated based on the following classifications: Higher Upper Class , Low Upper Class, High Middle Upper Class, Low Middle Class and Lower Class. The 100% of the total score of the rubrics is composed of 20% for the Educational Attainment, 20% for the Type of Occupation, 25% for the Total Monthly Income, 20% for the type of residence and 15% for the Property. For the Higher Upper Class it is composed of the following criteria: Master’s Degree Graduate and beyond, Executive and Managerial for the type of occupation, 100,000.00 and above for the Monthly Total Income, 5 bedrooms for the type of residence and for the property there should be appliances, vehicles, real estate and establishments. For the Low Upper Class, it is classified based on the following: College graduate for the educational attainment, professional for the type of occupation, 70,000-99,999 for the Total Monthly Income, 4 bedrooms for the type of residence and appliances, vehicles and lot for the property. For the High Middle Class, there is “With College education” for the Educational Attainment, “Professional support staff” for the type of occupation, “40,000-69,999” for the total monthly income, “3 bedrooms” for the type of residence and “appliances, vehicles, apartment/house” for the property. For the “Low Middle Class” classification, it is composed of: “High School Graduate” for the educational attainment, “Clerical and other related works” for the type of occupation, “10,000-39,999” for the total monthly income, “1-2 bedrooms” for the type of residence and “ appliances” for the property. Last is the “Lower class” and composed of “Elementary Graduate and below” for the educational attainment, “Unemployed Laborer and related works” for the type of occupation, “Below 10,000” for the total monthly income, “none” for the type of residence and “appliances” for the property. The said classifications were the bases in identifying the status of the student in terms of their social background in order to identify their level of satisfaction on the student services. Table 5 shows the profile of the respondents according to Socio-Economic Status. There was a total of 391 respondents and composed of 11 Higher Upper Class respondents with 2.81%, 54 Low Upper Class respondents with 13.81%, 127 High Upper Class respondents with 32.48%, 192 respondents of Low Middle Class with 49.10% and 7 Lower Class respondents with 1.79%.

Table 5
Profile of the Respondents According to Socio-Economic Status. Socio-Economic Status Frequency Percentage Higher Upper Class 11 2.81 Low Upper Class 54 13.81 High Middle Upper Class 127 32.48 Low Middle Class 192 49.10 Lower Class 7 1.79 Total 391 100 1.6. Profile of the Respondents as to Study Habit Study habit is composed of Time Management, Attitude, Academic Stress, Goal Setting, Preparation and Follow-up, Comprehension, Selecting the Main Idea, Use of Resources, Exam Preparation and Exam Writing.
Table -- showed the respondents’ responses towards their study habit in terms of time management. It showed that the item that reads “I have enough time in my week to study” with the mean score of 4.48 was rated as the highest by the respondents while the item that read “I find it easy to stick to a study schedule’’ with the mean score of 4.36 as considered as the lowest among all items under the time management.

Table --

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Time Management 1. I find it easy to stick to a study schedule. 4.36 ALWAYS 6 2. When I decide to study, I can start and keep going. 4.45 ALWAYS 4.5 3. I spread out my study time, to avoid cramming. 4.47 ALWAYS 2 4. I have enough time in my week to study. 4.48 ALWAYS 1 5. I spend more time on difficult courses. 4.46 ALWAYS 3 6. My on-line time is under control: it doesn’t interfere with my studies. 4.45 ALWAYS 4.5

TOTAL 4.44

Table – showed the responses of the respondents of study habits in terms of attitude. It was indicated that the item that reads “I listen attentively in class” was ranked first with the mean score of 4.49 while the item that read “I like learning, not just the thought of a good job” was the lowest with the mean score of 4.23. It showed that the respondents’ attitude towards study is to listen attentively while the class is on-going.

Table ---
Study habit of the respondents based on attitude

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Attitude 1. I am able to study subjects that I don’t really like. 4.46 ALWAYS 3 2. I like learning, not just the thought of a good job. 4.23 ALWAYS 8 3. I attend class. 4.43 ALWAYS 5.5 4. I concentrate well when studying. 4.39 ALWAYS 7 5. I listen attentively in class. 4.49 ALWAYS 1 6. I can focus my attention without too much effort. 4.45 ALWAYS 4 7. I work 50 minutes and then take a 10 minute break. 4.43 ALWAYS 5.5 8. I think I will get passing grades. 4.51 ALWAYS 2 TOTAL 4.42

Table -- showed the responses of the respondents of study habits in terms of academic stress. It was showed that the item that read “I am comfortable in large classes” and “I am confident delivering class presentations” were ranked first with the mean score of 4.48 while the item that read “I am calm enough in an exam that I am able to do my best” was ranked as the lowest with the mean score of 4.47.

Table ---
Study habit of the respondents based on academic stress

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Academic Stress 1. I am comfortable in large classes. 4.48 ALWAYS 1.5 2. I am confident delivering class presentations. 4.48 ALWAYS 1.5 3. I am calm enough in an exam that I am able to do my best. 4.47 ALWAYS 3

TOTAL 4.47

Table -- showed the responses of the respondents of study habits in terms of their goal setting. It was showed that the item that read “I set high standards for myself in school” was ranked first with the mean score of 4.48 while the item that read “My course work relates to my future plans” was ranked as the lowest with the mean score of 4.47.
Table ---
Study habit of the respondents based on goal setting

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Goal Setting 1. I set high standards for myself in school. 4.48 ALWAYS 1 2. I persist when the work is boring or challenging. 4.45 ALWAYS 2.5 3. I am up to date with assignments. 4.45 ALWAYS 2.5 4. I am satisfied with my grades. 4.29 ALWAYS 4 5. My course work relates to my future plans. 4.13 FAIRLY 5 TOTAL 4.36

The table showed that the respondents’ responses for preparation and follow-up. It was revealed that the item that reads “I stop reading periodically and check my understanding” was ranked first with the mean score of 4.48 while the item that reads “I download and read notes, or read texts before class” with 4.00 mean score ranked as the lowest.
Table ---
Study habit of the respondents based on preparation and follow-up

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Preparation and Follow-Up 1. I download and read notes, or read texts before class. 4.00 FAIRLY 5 2. I review notes shortly after class. 4.16 FAIRLY 2 3. I stop reading periodically and check my understanding. 4.48 ALWAYS 1 4. I make up and answer questions to test myself. 4.07 FAIRLY 4 5. I refer to the course outline for the learning objectives. 4.15 FAIRLY 3 TOTAL 4.17

The table -- showed that the respondents’ responses in terms of comprehension. It showed that the item that reads “I connect ideas from one lecture to another” was ranked first with the mean score of 4.60 while the item that reads “I try to personally relate to information I am learning” with the mean score of 4.23 was the lowest rank.
Table ---
Study habit of the respondents based on comprehension

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Comprehension 1. I try to personally relate to information I am learning. 4.23 ALWAYS 5 2. I connect ideas from one lecture to another. 4.60 ALWAYS 1 3. I do review questions or practice problems. 4.43 ALWAYS 3 4. I translate what I’m studying into my own words. 4.49 ALWAYS 2 5. I relate course content to the learning objectives. 4.45 ALWAYS 3

TOTAL 4.44

The table -- showed that the responses of the respondents towards their study habit based on their selecting the main idea. It showed that the item that reads “. I can summarize texts effectively (not get lost in details)” was ranked first with the mean score of 4.48 while the item that reads “I try to personally relate to information I am learning” with the mean score of 4.23 was the lowest.
Table ---
Study habit of the respondents based on selecting the main idea

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Selecting Main Ideas 1. I can find the main points in lectures. 4.44 ALWAYS 2 2. I can summarize texts effectively (not get lost in details). 4.48 ALWAYS 1 3. When problem-solving, I can identify relevant details. 4.29 ALWAYS 3 4. My notes contain both main ideas and details. 4.25 ALWAYS 4

TOTAL 4.36

The table -- showed that the responses of the respondents towards their study habit based on their use of resources. It showed that the item that reads. I feel confident about my note-taking methods” was ranked first with the mean score of 4.51 while the item that reads “ I attend review sessions when offered” with the mean score of 3.98 was the lowest in rank.
Table
Study habit of the respondents based on use of resources

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Use of Resources 1. I am able and willing to ask for help when I need it. 4.49 ALWAYS 2 2. I use “people-resources” available, when needed. 4.48 ALWAYS 3 3. I use text, internet, or library resources, when needed. 4.45 ALWAYS 4 4. I feel confident about my note-taking methods. 4.51 ALWAYS 1 5. I attend review sessions when offered. 3.98 FAIRLY 5 TOTAL 4.38

The table -- showed that the responses of the respondents through their study habit based on their exam preparation. It showed that the item that reads “ I study in a group, or with a friend” with the mean score of 4.50 ranked first while the item that reads “I separate my initial learning from my studying” with the mean score of 4.00 was the lowest in rank.
Table
Study habit of the respondents based on selecting exam preparation

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Exam Preparation 1. I separate my initial “learning” from my “studying”. 4.00 FAIRLY 6 2. I know what to study for an exam. 4.47 ALWAYS 3.5 3. I feel confident in my study methods. 4.47 ALWAYS 3.5 4. I answer practice questions to study. 4.40 ALWAYS 5 5. I study in a group, or with a friend. 4.50 ALWAYS 1 6. I adjust my study methods for different courses. 4.49 ALWAYS 2

TOTAL 4.39

The table -- showed that the responses of the respondents in terms of their study habit based on their exam writing. It showed that the items that read “ I predicted exam questions well” and “I studied enough for the exam” were ranked first with the mean score of 4.46 and the item that reads “. I answer the exam questions I know best, first.” with the mean score of 4.11 was the lowest in rank.
Table
Study habit of the respondents based on selecting exam preparation

STUDY HABITS MEAN VERBAL RANK OVERALL INTERPRETATION MEAN

Exam Writing 1. I finish my exams in the allotted time. 4.34 ALWAYS 4.5 2. I answer the exam questions I know best, first. 4.11 FAIRLY 6 3. I map out an essay answer before writing. 4.34 ALWAYS 4.5 4. I take enough time to understand what the problem asks. 4.43 ALWAYS 3 5. I predicted exam questions well. 4.46 ALWAYS 1.5 6. I studied enough for the exam. 4.46 ALWAYS 1.5

TOTAL 4.36

Problem 2. What are the different student services in the selected public secondary schools in District 6 of Cavite? Table 4 showed the student services available in focused on the eight schools, which classified as four big and four small schools. The big schools were: Amadeo National High School, Governor Ferrer Memorial National High School, Tanza NCHS and Trece Martires City NHS while the small schools were: Francisco Osorio National High School GFMNHS (Buenavista), Pangil National High School and TMCNHS (Conchu). Each school has its existing Guidance Services, Health and Nutrition Services, Library and Computer Services, and Student Body Organization, the only difference in each school was the term used to identify the services. For example, Health and Nutrition Services, the other term is Medical and Nutrition Services and Student Organization for Supreme Student Council.
As observed on the functions of the Student Services (stated on Table 4), the mentioned services were student-oriented activities in which the students are the benefactors of the services provided. These student services served as the student support for the enrolled students, from the time that they enter up until they graduate. The students are able to be oriented and acquire knowledge about the suited careers, as what the Guidance Services function, the student would also be familiarized with the nutritious foods and their health status for the health and nutrition services , and also, the students could obtain necessary information for their study through the help of library services. On the other hand, the students could be able to be updated on the school events as well as to hear their voices as the goal of the student publication; lastly, the students would be able to be assisted by their co-students which serve as the students leaders done by the student organization. These services would totally affect the student in their holistic growth and development. Of all the services mentioned, the Guidance and Counseling Services served as the most functional among the student services provided. There is a probability that the Guidance and Counseling Services was the most exposed to the students than other services.
GUIDANCE AND COUNSELING SERVICES. The main objectives of the guidance program is to help the student grow physically, emotionally, socially, intellectually and spiritually. The guidance and counseling program makes use of the following services: COUNSELLING – individual or peer group counseling is a function which all staff members perform a certain extent as they came in contact with the students. Individual counseling is a face to face between the counselor’s and the students which focuses upon the student growth itself understanding and skillful assistance. It also includes the following: help the students in adjusting the unpredictable pressures and provide good advices when needed for study choices. INDIVIDUAL INVENTORY SERVICE – To be able to serve the needs of the student, each student has to be studied. Many kinds of ways and devices are used in looking at every individual. To obtain much information, test, interviews and mental observations are made, and composed of follow-up and inventory, provide activities for personal development, administration of tests assessment like reasoning and thinking skills, retrieve and collect information about the student, issuance of TOR, Certification of Good Moral and other certifications INFORMATION SERVICE- Students are provided a variety of up-to-date information regarding occupations, labor market, colleges here and abroad, vocations, religious congregation and decision about future professions. The information service includes: Conducting orientation to new students, providing sufficient information, advice and support related to studies and personal lives, and managing the enrolment and conducting interviews for new students. PLACEMENT SERVICE – To help the students make the transition period from high school to college easier, the counselor coordinates and arranges campus visit, career talks and orientation interviews between students and admission personnel. Likewise, application blanks and letter or recommendation are also issued. It includes of conduct career orientation for the graduating students and provide up to date information regarding future careers, FOLLOW- UP _ Includes information about former students of the school in order to provide better counseling educational planning for those in school to find out where the school can improve its program. It includes assisting the class advisers for home visitation and inventory of the alumni regarding their careers.
2. HEALTH AND NUTRITION SERVICES. The health and nutrition services focus on health and nutrition status of the students. It deals with the several activities in order to fulfill the services. It includes the following:
Health and Inspection Treatment – It includes several activities to cater the needs of the students regarding their health. It provides treatment for the known diseases and conduct follow-up checkup, determine the health status of every student by getting their BMI (Body Mass Index) and Conduct Physical check-up every start of the school year. For the medicines, the clinic supply appropriate medicines when and provide health education references for the students.
Cleanliness and Satisfaction – it promotes proper hygiene and maintenance of the students to prevent them from unexpected diseases. The activity also includes conducting lectures on current health problems.
Feeding Program – Feeding programs provides free nutritious foods for the students. It also provides activities in lined with the theme for Nutrition Month. It also provide knowledge about preparedness for food emergencies and update the nutritional status in the bulletin board.
3. LIBRARY SERVICES – The library services is the source of information that also deals with the materials to be used by the students to supplement their studies. It also caters the technology that will help the students to enhance and extend their knowledge. Library services enable the students to:
Create opportunities for independent reading a place for students to interact with books
Make the students Make electronic databases and journals available to students familiarize with the new technologies used in the 21st century references
Promote progress of knowledge by lending books
Present the advance materials to all students

4. STUDENT PUBLICATION. Provide up-to-date news about the events inside and outside the school.
SPADE (School Paper Advisers Development) – It deals with the enhancement activity of the school paper advisers through workshops and other developmental activities. project LISTS (Let’s Improve Student-writers’ Skills). – The activity aims to develop the student writers’ and reporters’ ability and enhance / develop the journalistic skills of students.

Publication of Campus paper – the publication services provide campus paper twice a school year and also make wall news * Make “Wall News” as pecial project of the team. * Serve as the voice of the students’ opinions. * Give opportunities to students to share their insights through writings. * Relate the topic to the distinguished historical perspective of the school * Distribute annual publication highlighting the issues and activities of the school * Provide opportunities to discuss their ideas and opinions in school paper * Establish communication among the students through writings * Provide the students relevant information

5. STUDENT ORGANIZATION - Provide opportunities for the students to participate and recognize students who exhibit good academic standing, leadership qualities strong values, and concern for others and create effective representation of the students in school. The following are the activities of the student organization in the school:

Elect new and complete set of student-officers – this will be an opportunity to
Generate funds for various SSG projects and maintenance of SSG Bulletin board.
Promote awareness and understanding of the changes that young people experience to adulthood -Provide activities to develop students’ awareness
Conduct relevant social events - Provide a community with academically, socially, and spiritually atmosphere
Create a well-represented and numerous avenues for students’ voice to be heard.

Problem 3. What are the levels of Satisfaction on the different student services? Table – showed the level of satisfaction of the students in the guidance services with the total mean score of 4.07. The table also showed that item number 3 that reads “Supply information needed by the students in both academic and non-academic” with the mean score of 4.17 was ranked first according to the respondents’ demographic profile, while the items that read: Provide up to date information regarding future careers and “Help the students in adjusting the unpredictable pressures” were the lowest in rank. It showed that the respondents were interested with the information in both academic and non-academic.
Table ---
Level of Satisfaction of the students in Guidance Services

Items Mean Verbal Interpretation

1. Conduct regular counseling 4.14
2. Provide sufficient advice and support related to studies 4.15
3. Supply information needed by the students in both academic and non-academic. 4.17
4. Give direction for the students in choosing their careers 4.03
5. Provide up to date information regarding future careers 3.99
6. Help the students in adjusting the unpredictable pressures 3.99
7. Provide activities for personal development 4.03
8. Provide good advice when needed for study choices 4.08

TOTAL 4.07

Table – showed the level of satisfaction of the students in the guidance services with the total mean score of 4.07. The table also showed that item number 3 that reads “Supply information needed by the students in both academic and non-academic” with the mean score of 4.17 was ranked first according to the respondents’ demographic profile, while the items that read: Provide up to date information regarding future careers and “Help the students in adjusting the unpredictable pressures” were the lowest in rank. It showed that the respondents were interested with the information in both academic and non-academic.
Table ---
Level of Satisfaction of the students in Health and Nutrition Services

Items Mean Verbal Interpretation

1. Serve nutritious foods during feeding program 4.01
2. Promote cleanliness and sanitation through actual practice 4.07
3. Provide affordable and adequate foods at affordable prices 4.13
4. Conduct health inspection and treatment every start of the school year 4.15
5. Provide knowledge about preparedness for food emergencies 4.18
6. Update the records of nutritional status in the bulletin board 4.06
7. Conduct Physical check-up every start of the school year 4.12
8. Supply appropriate medicines when needed. 4.07

TOTAL 4.10
Table – showed the level of satisfaction of the students in the guidance services with the total mean score of 4.07. The table also showed that item number 3 that reads “Supply information needed by the students in both academic and non-academic” with the mean score of 4.17 was ranked first according to the respondents’ demographic profile, while the items that read: Provide up to date information regarding future careers and “Help the students in adjusting the unpredictable pressures” were the lowest in rank. It showed that the respondents were interested with the information in both academic and non-academic.
Table ---

Table ---
Level of Satisfaction of the students in Library Services

Items Mean Verbal Interpretation

1 Provide the needed resources anytime 4.03
2 Conduct remediation for slow readers 4.06
3 Provide a place for students to interact with books 4.06
4 Make electronic databases and journals available to students. 4.08
5 Promote progress of knowledge by lending books 4.09
6 Serve as a source of information 4.02
7 Create opportunities for independent reading 4.05
8 Present the advance materials to all students 4.11

TOTAL 4.06
Table – showed the level of satisfaction of the students in the guidance services with the total mean score of 4.07. The table also showed that item number 3 that reads “Supply information needed by the students in both academic and non-academic” with the mean score of 4.17 was ranked first according to the respondents’ demographic profile, while the items that read: Provide up to date information regarding future careers and “Help the students in adjusting the unpredictable pressures” were the lowest in rank. It showed that the respondents were interested with the information in both academic and non-academic.
Table ---

Table ---
Level of Satisfaction of the students in Student Publication Services

Items Mean Verbal Interpretation

1. Provide up-to-date news about the events and outside the school 4.23 2. Serve as the voice of the students’ opinions. 4.21 3. Give opportunities to students to share their insights through writings. 4.10 4. Relate the topic to the distinguished historical perspective of the school 4.13 5. Distribute annual publication highlighting the issues and activities of the school 4.23 6. Provide opportunities to discuss their ideas and opinions in school paper 4.07 7. Establish communication among the students through writings 4.14 8. Provide the students relevant information 4.20

TOTAL 4.16

Table – showed the level of satisfaction of the students in the guidance services with the total mean score of 4.07. The table also showed that item number 3 that reads “Supply information needed by the students in both academic and non-academic” with the mean score of 4.17 was ranked first according to the respondents’ demographic profile, while the items that read: Provide up to date information regarding future careers and “Help the students in adjusting the unpredictable pressures” were the lowest in rank. It showed that the respondents were interested with the information in both academic and non-academic.
Table ---

Table ---
Level of Satisfaction of the students in Student Organization Services

Items Mean Verbal Interpretation

1 1 Positively contributes to the student experience 4.23
2 Provide opportunities for the students to participate 4.12
3 Create effective representation of the students in school 4.16
4 Provide activities to develop students’ awareness 4.13
5 The officers are visible only in the times that they are needed 4.03
6 Conduct relevant social events 4.11
7 Provide a community with academically, socially, and spiritually atmosphere 4.09
8 Create a well-represented and numerous avenues for students’ voice to be heard. 4.11

TOTAL 4.12
The table 5 showed that among the age categories, ages 14-16 were consistently got the highest mean scores of level of satisfaction in all the student services. It also showed that ages 14-16 respondents ranked Student Publication as the highest among all the student services with the mean score of 4.26. Ages 11-13 got the lowest mean score of 3.95 which pertains to their satisfaction to the Guidance Services. The study showed that the Student Publication received the overall mean of 4.13 regardless of the age categories which is considered as the highest among the five student services used in the study. It also showed that the Guidance Services received the

Problem 4. Is there a significant relationship between demographic profiles of students and level of satisfaction in the different student services?
Table 10 showed that the F computed value of 8.196646 is greater that the f critical value of 3.885294. ANOVA TEST revealed a significantly high value of 8.20, thus rejecting the null hypothesis of no significance at 0.05 level of significance.
It showed that the age of the students affects the level of satisfaction of the students on the students services.
Anova : Single Factor
SUMMARY

Groups Count Sum Average Variance

Column 1 5 20.09 4.018 0.00467
Column 2 5 20.86 4.172 0.00337
Column 3 5 20.17 4.034 0.00508

Table 9
4.1. The Result of the Computed Significant Difference According to Age in the Level of Satisfaction on Student Services in the Selected Public Secondary Schools in District 6 of Cavite using ANOVA

ANOVA Source of Variation SS df MS F P-value F Crit
Between Groups 0.071693 2 0.035847 8.196646 0.005699 3.885294
Within Groups 0.05248 12 0.004373
TOTAL 0.124173 14 α=0.05 Reject Ho Table 10 showed that the F computed value of 0.24 is lesser that the f critical value of 5.32. ANOVA TEST according to gender revealed that the low value of 0.24 accepted the null hypothesis of no significance at 0.05 level. The gender didn’t have significance to the level of satisfaction on the student services
Anova : Single Factor
SUMMARY

Groups Count Sum Average Variance

Column 1 5 20.64 4.128 0.00307
Column 2 5 20.54 4.0108 0.00517

Table 10
4.2. The Result of the Computed Significant Difference According to Gender in the Level of Satisfaction on Student Services in the Selected Public Secondary Schools in District 6 of Cavite using ANOVA

ANOVA Source of Variation SS df MS F P-value F Crit
Between Groups 0.001 1 0.001 0.024 0.635485 5.317655
Within Groups 0.03296 8 0.00412
TOTAL 0.03396 9 α=0.05 Accepted Ho
Table 11 showed that the F computed value of 1.45 is lesser that the f critical value of 3.23. No significant difference was found using ANOVA TEST at 0.05 level for the low value of 1.45. According to year level, the respondents' responses were not significantly different in terms of level of satisfaction on the student services.
Anova : Single Factor
SUMMARY

Groups Count Sum Average Variance

Column 1 5 20.43 4.086 0.00943
Column 2 5 20.42 4.084 0.00043
Column 3 5 20.81 4.162 0.00412
Column 4 5 20.77 4.154 0.01053

Table 11 1.3. The Result of the Computed Significant Difference According to Year Level in the Level of Satisfaction on Student Services in the Selected Public Secondary Schools in District 6 of Cavite using ANOVA
ANOVA
Source of Variation SS df MS F P-value F Crit
Between Groups 0.026815 3 0.008938 1.45 0.263213 3.238872
Within Groups 0.09804 16
TOTAL 0124855 19 α=0.05 Accepted Ho Table 12 showed that the F computed value of 13.36 is lesser that the f critical value of 2.87. ANOVA TEST result of 13.36 is significantly higher than the F-critical value of 2.87 at 0.05 level of significance, hence, the null hypothesis is rejected. The respondents differ in their responses when grouped according to socio-economic status
Anova : Single Factor
SUMMARY

Groups Count Sum Average Variance

Column 1 5 19.13 3.826 0.00448
Column 2 5 20.37 4.074 0.02718
Column 3 5 21.32 4.264 0.00028
Column 4 5 20.17 4.034 0.00508
Column 5 5 21.52 4.304 0.03253

Table 12
4.2. The Result of the Computed Significant Difference According to Socio-Economic Status in the Level of Satisfaction on Student Services in the Selected Public Secondary Schools in District 6 of Cavite using ANOVA
ANOVA
Source of Variation SS df MS F P-value F Crit
Between Groups 0.743096 4 0.185774 13.35543 0.1.86E-05 2.866081
Within Groups 0.2782 20 0.01391
TOTAL 1.021296 24 α=0.05 Reject Ho
.
Problem 5. What are some of the factors that can predict student satisfaction on the student services? A regression equation was constructed to describe the significant relationship between the demographic profile and the level of satisfaction on the student services. Demographic profile included age, gender, year level and socio-economic status and the level of satisfaction of student services included the student services such as guidance services, health and nutrition services, library services, student publication and student organization. Table 13 showed the F significance based on the regression equation. It showed that the Year Level VS Socio-Economic Status factor with 0.98 f significance can highly predict the level of satisfaction of the student on the student services. The Age VS Year Level factor with the significant value of 0.94 was closed to the Year Level VS Socio-Economic Status factor which also can predict the level of satisfaction of the student on the student services. Table 13

Problem 6. What are the different problems encountered in the different student services programs?
Table 13 showed the TOP 5 problems encountered by the School Administrators, Staff and teachers related to student services in the selected public secondary schools in the district 6 of Cavite. There were a total of 229 respondents who were interviewed to identify the problems in the student services. Among the 5 listed problems, the item that reads: Insufficient funds was the top most problem with 96 respondents which is equivalent to 41.92%. The least problem mentioned was the item that reads: Uncooperative parents with 10 respondents and equivalent to 4.37%.
The problems of the student services affect the level of satisfaction of the student. However the following were the respondents’ responses for their remediation such as: Solicitation from the local government, NGOs and other volunteers, Conduct fund raising projects, Conduct seminars and trainings for everyone involved in the student services, Improvise materials needed to use in serving the students, refer to the school administrators the information needed in implementing the student services and encouragement for the parents to participate.
Table 13
Frequency, Percentages and Explanation of the problems encountered in the different student services programs

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