Research Project Ko Lol

LEVEL OF AWARENESS OF THE SENIOR HIGH SCHOOL STUDENTS OF COLLEGE
OF THE IMMACULATE CONCEPTION TOWARDS THE DIFFERENT OFFICES AND

SERVICES OFFERED BY THE SCHOOL AND ITS RELEVANCE IN THEIR SCHOOL
LIFE
SENIOR HIGH SCHOOL DEPARTMENT

Socially Responsible Leaders Making a Difference
A Research Study Presented to:

THE SENIOR HIGH SCHOOL FACULTY OF THE
COLLEGE OF THE IMMACULATE CONCEPTION
Cabanatuan City
In Partial Fulfillment of the Requirement in

PRACTICAL RESEARCH 3
Presented by:
Carpio, Jenina A.
Dela Cruz, Jonathan L.
Laberinto, Angelika Mae L.
Refe, Manuel Astley C.
Yacat, Lawrence Luke A.
March 2019
2
CHAPTER I
The Problem and its Setting
Introduction
Facilities and offices are materials designed to serve
specific purposes. In a school setting, there are a multiplicity
of facilities that facilitate teaching and learning. A growing
body of research has found that school facilities and offices can
have profound impact on people, most notably teachers and students.
With regards to teachers, school facilities affect teacher
commitment and effort. With regards to students, the school
environment affects an individual’s health, behavior, engagement,
learning, and growth in achievement.
The school facility is much more than a passive container of
the educational process - It is rather an integral component of
the conditions of learning; the layout and design of a facility
contributes to the place experience of the student, educators, and
community members depending on the quality of its design and
management. The facility can contribute to a sense of ownership,
safety and security, personalization and control, and privacy, as
well as sociality and spaciousness or crowdedness.
An effective school facility and office is responsive to the
changing programs of educational delivery and, at a minimum, should

3
provide a physical environment that is comfortable, safe, secure,
accessible, well ventilated, and aesthetically pleasing. As stated
in pg. 82 of the CIC SHS Learner’s Handbook Daily Guide for
Academic Year 2017-2018, as prescribed by the Manual for Private
Schools of the Department of Education, “it is within the rights
of a learner to avail the use of school facilities for his-
curricular or co-curricular activities as may be authorized to
operate by the school”.
However, there are many factors that contribute to the
effectivity of offices in terms of achieving their main purpose or
functions stated in the Academic Year 2017-2018 CIC SHS Learner’s
Handbook Daily Guide. For the services to be effectively utilized,
the offices should also put into consideration their clients’
awareness and knowledge about the services that are available to
them. As SHS students are still bound by the borders of the campus,
they should utilize the services available to them to its fullest
extent by becoming knowledgeable about the functions of the various
offices, especially considering that a CIC SHS Learner’s Handbook
Daily Guide for this Academic Year (2018-2019) has not yet been
released.
Through this study, the student-researchers aim to identify
the literacy of the Senior High School students of College of the
Immaculate Conception toward the different offices and services

4
offered by the school to see if they have prior knowledge on what
student services are made available to them by the institution.
Research Paradigm
Human Resources Office A.Y. 2018-2019 Learner’s Handbook
Heads of CIC Offices
Office Function Communication Role in School

with Students Life
Senior High School Students
Perception
AWARENESS OF THE SENIOR HIGH SCHOOL STUDENTS OF

COLLEGE OF THE IMMACULATE CONCEPTION TOWARDS THE
DIFFERENT OFFICES AND SERVICES OFFERED BY THE SCHOOL
AND ITS RELEVANCE IN THEIR SCHOOL LIFE
Figure 1.1 Awareness of the Senior High School Students of College of
the Immaculate Conception towards the Different Offices and Services
Offered by the school and its Relevance in their School Life

5
Statement of the Problem
This study aims to understand the awareness of the Senior
High School Students of College of the Immaculate Conception on
the various student services available to them, including the
offices that provide those services, as well as its relevance in
their school life.
Qualitative Questions
1. What are the different student services and benefits that the
offices of CIC provide to the SHS students?
2. What strategies do the different offices of CIC use to
approach and inform the students about their services?
Quantitative Questions
3. How may the Senior High School students of CIC perceive the
various offices in school in terms of their provided services
and strategies for better communication and interaction with
the students?
6
Significance of the Study
As the study tackles the literacy of the CIC SHS students
towards the different services offered by the offices of the
school, the findings of this study may prove to be significant to
the CIC SHS students, the Parents of the students, the School
Office Heads, the School Administration, and the Future
Researchers.
CIC SHS Students. Through this study, they may become informed
about the various services offered by the school that could further
enrich their school life and experiences within the campus.
Teachers. The study may aid the teachers in improving the
student’s academic and extra-curricular experience through
collaboration with the different school services.
Parents. The parents may benefit from being informed about
the various services within the school, as they have a
responsibility to know about the environment and features of the
school that their son or daughter was enrolled in.
School Administration. The School Administration may use the
results of this study as a reflection of the effectivity and
importance of the presence of these offices in the school, and see
if the set budget or facilities for the office is adequate for it
to provide their intended service to the students.

7
Future Researchers. The researchers for the following
academic years to come may use this as a source of information for
their own related research. They may also use the findings as a
reference in constructing their own research studies.
Scope and Delimitation
The study covers the awareness of the CIC SHS Students towards
the different student services made available to them by the
various offices in the school. The methods used are Qualitative
and Quantitative Research, respectively, which are then analyzed
with each other to develop the focus of the study.
For the Qualitative part of the research, the chosen
respondents are the official heads of the seven (7) offices that
provide student services in the school based on the Academic Year
2017-2018 CIC SHS Learner’s Handbook Daily Guide, as well as the
heads of the two (2) student affairs-concerned offices in the
school – OSA- Activity and OSA-Discipline, and lastly, the Senior
High School Principal from the Office of the Principal. The
respondents are limited to the heads as it would ensure that the
selected respondent will be knowledgeable about the office they
are in charge of and its value to the school.

8
For the Quantitative part of the research, the selected
respondents consist of two hundred seventy-nine (279) students
from the Senior High School Department of College of the Immaculate
Conception during the Academic year 2018-2019.
As both types of respondents are associated with the College
of the Immaculate Conception, the study is mainly conducted within
the premises of the school in Sumacab Este, Cabanatuan City.
Definition of Terms
To further understand and clarify the terms used in the
study, the following words are defined:
Awareness – Knowledge or perception of a situation or fact.
Communication – Means of sending or receiving information.
Function – An activity or purpose natural to or intended for a
person or thing.
Literacy – Competence or knowledge in a specified area.
Office – A room, department, or building used to provide a
particular service.
Perception – The way a person thinks about or understands
someone or something.
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Personnel – The people who work for a particular company or
organization.
Relevance – The quality or state of being closely connected or
appropriate.
Service – A system supplying a public need.

10
CHAPTER II
Review of Related Literature
This chapter of the research paper aims to analyze and
integrate past literatures and studies into the current study as
to support the claims stated throughout the study using factual
evidences from literatures in the past.
Foreign Literatures
Foreign Literatures refer to the publications or written
works done by people from several parts of the world aside from
the place where the research is conducted. In the student-
researchers’ case, the foreign literatures included in the study
have originated from places outside of the Philippines.
Duchatelet and Donche (2018) states that in implementing
student-centered learning environments, education institutions are
able to foster student self-efficacy and self-regulation, which
are important in training students to become more independent and
competent in the work that they do.
Furthermore, a study conducted in Uganda by Kigongo (2018)
concluded that the presence of adequate and sufficient physical
facilities, of competent human resources, and of scholastic
materials and utilities all positively influence the academic
performance of the students. The study also stated the importance

11
of communicating purposes and benefits to students for them to
better comprehend and effectively use the utilities made available
to them.
These literatures are important to the study as it further
emphasizes the importance of the offices in a school setting. The
roles of each must be defined well and relayed to their target
beneficiaries in order to maximize the potential help they may be
able to provide. Additionally, these literatures also explain the
growth in maturity that is expected from the students once adequate
services are provided to them.
Local Literatures
Local Literatures refer to the publications or written works
done by people who resides within the nation where the study is
conducted. In the student-researchers’ case, the local literatures
included in the study have originated from the Philippines.
Corpuz, Lucas, Borabo, and Lucido (2015) stated that children
who are currently still developing into adulthood is greatly
affected by their learning environment, as children spend the
majority of their time within the compounds of the school. They
also stated that the learning environment is not only limited to
the classroom setting, but also extends to their peers, teachers,
and the whole school atmosphere in general. Depending on these
factors, individuals may be positively or negatively influenced.

12
This literature is relevant to the study as it also presents
proof about the importance of an adequate school environment that
is accommodating to the needs of students, playing a large role in
the development of the student as an individual as he or she
proceeds to adulthood.
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CHAPTER III
Research Methodology
This chapter presents the method of research used, the locale
of the study, the respondents, the sampling techniques used, and
the data gathering procedure, the instrumentation, and the
statistical treatment.
Research Method
The study uses the exploratory design of a mixed method
research that will provide new, descriptive information that is
supported by statistical treatment.
Tashakkori and Teddie (2003) defines the Mixed Method design
as the use of supplemental research strategies that would otherwise
be not available by using the main method and incorporating these
data into the base method.
The characteristics of these methods were used as tools to
know the awareness of the Senior High School students of CIC on
the different services offered by the offices in the school. This
method is used to gather information in order to test hypothesis
or to answer questions concerning the current status of the
subjects of the study.

14
Research Locale
The study was conducted at College of the Immaculate
Conception, which is a private Catholic school located at Sumacab
Este, Cabanatuan City. Specifically, the Senior High School
Department building, the Christian Formation Program Office, the
Guidance Office, the Library, the Canteen, the School Clinic, the
Service Center, the Office of Student Affairs for Activity and
Discipline, and the Principal’s Office were specific areas in the
school where gathering of data occurred.
Respondents of the Study
As this study utilizes two different methods of obtaining
data in ensuring quality of results, the student-researchers chose
different respondents for each type of method.
For the Qualitative part of the study, the student-
researchers selected the heads of each office that is responsible
in providing student services as stated in the Academic Year 2017-
2018 CIC SHS Learner’s Handbook Daily Guide, as well as the two
offices in charge of student affairs along with the Office of the
Principal.
For the respondents from the different offices of the school,
the selected respondents are: Mr. Arcie Pararuan of the Christian

15
Formation Program Office, Ms. Gayly Bugaoisan of the Library, Ms.
Joan Katrina Balmilero of the Guidance Office, Dr. Aura Lynn
Austria of the Clinic, Ma’am Ellen Mendoza of the Canteen, Ma’am
Jenny Arimbuyutan of the Laboratories, Ma’am Eleonor Ladignon of
the Service Center, Mr. Mark Anthony Garcia of the OSA-Discipline,
Mrs. Marilou Mauricio of the OSA-Activity, and Mrs. Ursula Damaso
of the Principal’s Office.
For the Quantitative part of the study, the student-
researchers selected Senior High School students that are
currently enrolled at College of the Immaculate Conception in
Sumacab Este, Cabanatuan City during the Academic Year 2018-2019
as the respondents of the study.
For the respondents from the Senior High School Department,
since the respondents are from 11th Grade to 12th Grade, the age of
the respondents are expected to range from 16 to 19 years old.
However, as the sampling technique used was random, possible
inclusion of respondents not in the average age range may occur.

16
The following table shows the population of the students from
the Senior High School Department of CIC classified according to
the students’ Grade Level and Strand.
Table 1
Population of Respondents per Grade Level and Strand
Grade Level and Strand Population Percentage
11th Grade – HUMSS 68 7.38%
11th Grade – GAS 31 3.43%
11th Grade – TECHVOC 23 2.55%
11th Grade – STEM 123 13.4%
11th Grade – ABM 168 18.38%
12th Grade – GAS 93 10.3%
12th Grade – STEM 130 14.29%
12th Grade – ABM 185 20.27%
TOTAL 921 100%
Table 1.1 Population of Respondents per Grade Level and Strand

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The following table shows the sample size of the respondents
from the CIC Senior High school department classified according to
the students’ Grade Level and Strand.
Table 2
Number of Respondents per Grade Level and Strand
Grade Level and Strand Number of Respondents Percentage
11th Grade - GAS 9 3.23%
11th Grade – ABM 51 18.28%
12th Grade – GAS 28 10.03%
12th Grade – ABM 56 20.07%
TOTAL 279 100%
Table 1.2 Number of Respondents per Grade Level and Strand

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Sampling Technique
For the Qualitative part of the study, the student-
researchers used Purposive sampling technique, with a set criteria
that the respondent must be the head of their respective office at
the time the questionnaires were distributed, as to ensure that
the person being questioned have sufficient knowledge about their
office, its functions, as well as the strategies used by their
staff in terms of providing their intended services to the
students.
For the Quantitative part of the study, the student-
researchers used Stratified sampling technique to ensure the
quality of data. The sample size of the study is two hundred and
seventy-nine (279) students from the nine hundred and twenty-one
(921) Senior High School student population. Slovin’s formula was
utilized to compute the sample size with the Margin of Error used
being five (5) percent, while the Stratified Sampling formula was
used to divide and classify the respondents into different stratas
for equal distribution of the survey.

19
The Slovin’s Formula, which is used to calculate the sample
size of the study, is…
𝑵
𝒏=
𝟏 + 𝑵𝒆𝟐
Where:
n = Sample Size
N = Population of the Senior High School Students of CIC
e = Margin of Error (5%)
The formula for Stratified Sampling, which is used to
distribute the sample size to several different stratas equally,
is…
𝑷
𝒛 = ( )𝒏
𝑵
Where:
z = Number of Respondents per Strata
P = Population of a given Strata
N = Population of the Senior High School students of CIC
n = Sample Size obtained from Slovin’s formula

20
Data Gathering Procedure
The study went through several steps before, during, and after
data collection.
The researchers of this study made use of the Exploratory
Sequential Design of a Mixed Method research in order to gather
relevant and reliable information about the chosen topic.
In identifying the respondents of this study, the researchers
first consulted Mr. Roland Sioson of the Human Resources (HR)
Office about the identity of the heads for each office that is
relevant to the study. Afterwards, the researchers created a
Qualitative questionnaire for gathering of information from the
respondents. After the questionnaire had been constructed, the
researchers presented it to their research teacher for its approval
and its consent to reproduce enough copies of questionnaire for
the respondents.
After the questionnaire had been approved, the researchers
conducted the survey questionnaires for their respondents which
are the office heads provided by the HR. Then attached to the
questionnaire is a request letter prepared by the researchers for
the participation of each of the respondents.

21
Once the respondents have answered all the questions, the
researchers retrieved all the questionnaires answered by the
respondents.
After the qualitative data has been gathered, the researchers
analyzed all the data that have been gathered in the qualitative
questionnaire, which would then serve as a basis for the
quantitative questionnaire.
Following the creation and validation of the Quantitative
questionnaire, the student-researchers distributed the
questionnaires to the Senior High School students, and was
collected afterwards for the researchers to tally and analyze.
With the results of both qualitative and quantitative studies
taken into account, the student-researchers are able to create an
overall conclusion to the study.
Instrumentation
1. Questionnaire
a. Description
A questionnaire, as defined by Good (1963), is a list of
planned, written questions related to a particular topic, with
space provided for indicating response to each question, intended
for submission to a number of persons for reply (Caintic et al.,)

22
Simply, the questionnaire contains a set of questions which,
when answered by a required number of respondents, will supply the
necessary information to complete a research study.
In this study, questionnaires were used to obtain data
relevant to the study’s objectives and research questions.
Questionnaires were also used as these can supply the necessary
data for descriptive and normative survey which could measure
attitudes and opinions.
b. Response Mode
For this study, the researchers made use of two different
questionnaires for the two types of approach. The questionnaire
that will be given to the heads of the offices using the
Qualitative approach will be referred throughout the study as
Questionnaire A. The questionnaire that will be given for the
Senior High School students using the Quantitative approach will
be referred throughout the study as Questionnaire B.
For Questionnaire A, the researchers made use of a verbal and
descriptive type of response, allowing the respondents for a freer
way of answering or describing their answers.
For Questionnaire B, the researchers made use of a rating
scale or the Likert scale according to intensity of feeling,
emotion, or attitude under the purpose of gathering a specific

23
kind of data needed (Calderon et al,. 2008) which is appropriate
in measuring the descriptive evaluation on the perception of sales
personnel towards CICians’ attitude and behavior.
To describe the perception of the respondent with regards to
their perceived characteristics of CICians, the following
numerical and verbal descriptions were used:
Numerical Verbal
5 Strongly Agree (SA)
4 Agree (A)
3 Moderately Agree (MA)
2 Disagree (D)
1 Strongly Disagree (SD)
c. Development
Questionnaire A consists of a total of ten (10) statements
that can be answered through verbal response. While there are no
specific categories to classify the questions in Questionnaire A,
the questions are made with the Statement of the Problem in mind,
ensuring that the student-researchers are able to get the necessary
data from the respondents using the questionnaire.
Questionnaire B consists of a total of fifty (50) statements
that can be answered through numerical and verbal response. The

24
questionnaire was divided into ten (10) portions, with each portion
presenting statements that describe the functions and strategies
that each office of the school utilize based on the results of
Questionnaire A. Each portion consists of five (5) statements.
d. Validity
Questionnaire A was critiqued, modified, and validated by the
research adviser of the student-researchers, Ms. Mariel Felipe. To
ensure the validity of the questionnaire, the researchers
conducted an interview with Mr. Roland Sioson of the Human
Resources Office to gather information about the various non-
teaching personnel in the school, as well as their roles in their
respective positions.
Questionnaire B was critiqued, modified, and validated by the
research adviser of the student-researchers, Ms. Mariel Felipe. To
ensure the validity of the questionnaire, the researchers first
conducted the Questionnaire A and distributed it to the
respondents. After retrieving the necessary qualitative data, the
data gathered were analyzed by the researchers. Subsequently, the
analyzed data from Questionnaire A served as the basis for the
statements in Questionnaire B.
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e. Reliability
To ensure the reliability of the Questionnaire B, the
researchers administered the questionnaire to a set of thirty (30)
Junior High School students from College of the Immaculate
Conception. The questionnaire was statistically analyzed for
reliability through Cronbach’s Alpha in IBM SPSS Statistics
software.
The following table shows the results of reliability
statistics generated by the IBM SPSS Statistics Software:
Table 3
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha N of Items
Based on Standardized
Items
.985 .985 50
Statistical Treatment
The respondents were tabulated, tallied, and ranked using the
following: Frequency distribution, Percentage, Weighted Mean, and
Average.
Statistical Package for the Social Sciences (SPSS)
Foster (2006) defined Statistical Package for the Social
Sciences (SPSS) as one of the major computer packages used by
statisticians for analyzing quantitative data.

26
SPSS v.21.0 was used by the researchers in order to analyze
the gathered data through descriptive statistics.

27
CHAPTER IV
Results and Discussion
This portion of the study encompasses analysis and
interpretation of data gathering regarding the awareness of the
Senior High School Students of CIC towards the different services
offered by the offices of the school.
Qualitative Study
1. What are the different student services and benefits that
the offices of CIC provide to the SHS students?
The Christian Formation Program Office strengthens the spiritual
foundation of the employees and the students of the school.
The Library provides various sources of information for academic
works.
The Guidance Office gives students opportunities for personal,
psychological, emotional, and academic growth and repair.
The School Clinic is responsible for safeguarding the physical
health of students and school personnel in the campus.
The School Canteen provides a variety of nutritious food items.
The Laboratories serve as a venue for hands-on laboratory needs
of students that is not feasible in a classroom setting.

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The Service Center serve as a place where school materials are
sold to students.
The OSA-Activity provides guidance in terms of co-curricular
and extra-curricular activities in school.
The OSA-Discipline is responsible for disciplinary action
towards students.
Lastly, the Office of the Principal is in charge of monitoring
and guiding the teachers and personnel in ensuring the effectivity
of their tasks.
2. What strategies do the different offices of CIC use to
approach and inform the students about their services?
The Christian Formation Program makes use of their Social Media
account in order to communicate with the students. They also host
activities such as seminars, masses, and recollections to directly
influence the students.
The Library regularly hosts contests to engage with the
students, as well as have a friendly atmosphere through their
staff.
The Guidance Office conducts their own sets of activities that
encourage students to approach their counselors, as well as
collaborate with classroom advisers in Homeroom activities.

29
The School Clinic holds symposiums that help in disseminating
information related to health, as well as in the orientation at
the beginning of every school year.
The School Canteen prepares food as early as 7:00 AM, and trains
their staff to provide quality service to the students.
The Laboratories frequently puts up posters in their bulletin,
distributes leaflets and pamphlets, and orients students in their
classes about the facilities, especially during class activities.
The Service Center informs students about the availability of
items either personally or by posting announcements in their
Bulletin Board.
The OSA-Activity conducts activities that help promote the
academic capabilities of students.
The OSA-Discipline holds activities during the “Discipline
Month” to inform and interact with students.
Lastly, the Office of the Principal makes use of teachers and
the Senior High School Student Council to connect with the needs
and concerns of the students.

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Quantitative Study
1. How may the Senior High School students of CIC perceive the
various offices in school in terms of their provided services
and strategies for better communication and interaction with
the students?
Table 4
Perception of the Senior High School Students on the CFP Office in
terms of its Services and Strategies
Statements Weighted Verbal Rank
Mean Interpretation
1. The CFP Office are accommodating to 3.93 Agree 1

students who are troubled.
2. The CFP Office staff are welcoming and 3.76 Agree 3

accommodating at all times.
3. The CFP Office helps me undergo 3.59 Agree 5

personal and spiritual growth by
introducing me to Christ.
4. The CFP Office has a Social Media page 3.62 Agree 4

that I follow and is frequently
updated.
5. The CFP Office hosts activities such 3.85 Agree 2

as Holy Masses and Class Recollections
that strengthen my spiritual
foundation.
GENERAL WEIGHTED MEAN 3.75 Agree

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Table 4 shows the Perception of the SHS Students on the
service and strategies that the CFP Office utilizes.
It is stated in the table above that CICians are aware of and
are utilizing the Spiritual Services of the school.
Based on the general weighted mean, the Senior High School
students agree on the statements and descriptions given by the
office head of the Christian Formation Program Office.
Table 5
Perception of the Senior High School Students on the Library in
Mean Interpretation
1. I am well-versed about the rules and 4.24 Strongly Agree 1

regulations of the school library.
2. The Library is a reliable source of 3.93 Agree 2

information for my academic write-ups.
3. The Library is a place of comfort for 3.83 Agree 4

me when I want to study for upcoming
exams.
4. The Library helps me when I wish to 3.88 Agree 3

relax and calm my mind.
5. The Library conducts contests and 3.72 Agree 5

events that keep me and other students
engaged with the office and its staff.

32
service and strategies that the Library utilizes.
are utilizing the Library Services of the school.
office head of the Library.

33
Table 6
Perception of the Senior High School Students on the Guidance Office
in terms of its Services and Strategies
Mean Interpretation
1. The Guidance Office is accommodating 3.73 Agree 4

when I want help in planning my future
in College education.
2. The Guidance Office gives me 3.76 Agree 3

opportunities to open up my personal
concerns to others.
3. The Guidance Office includes students 3.95 Agree 2

like me in seminars that help in
dealing with our common problems.
4. The Guidance Office host seminars and 3.65 Agree 5

talks that help my parents understand
me to better promote a healthy
relationship between us.
5. The staff are approachable and 4.06 Agree 1

understanding of my concerns.
service and strategies that the Guidance Office utilizes.
are utilizing the Guidance Services of the school.

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office head of the Guidance Office.
Table 7
Perception of the Senior High School Students on the School Clinic
Mean Interpretation
1. The Clinic staff are reliable, 3.8 Agree 3

approachable, and understanding.
2. The Clinic is welcoming to students 3.94 Agree 1

who feel sick or fatigued.
3. Symposiums are held by the Clinic to 3.55 Agree 5

promote knowledge to students about
health issues.
4. The School Clinic provides necessary 3.86 Agree 2

materials and equipment in getting my
BMI.
5. I approach the Clinic for help when I 3.72 Agree 4

need information about my physical
measurements and health.
service and strategies that the School Clinic utilizes.
are utilizing the Health Services of the school.

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office head of the School Clinic.
Table 8
Perception of the Senior High School Students on the Canteen in
Mean Interpretation
1. The Canteen is the school’s main hub 4.28 Strongly Agree 1

for food.
2. The Canteen provides a variety of 3.64 Agree 5

healthy food options.
3. The Canteen staff are able to assist 3.8 Agree 3

me in getting food and in cleaning
utensils.
4. The Canteen allows me to socialize 3.86 Agree 2

better with my friends and peers.
5. The Canteen holds enough chairs and 3.73 Agree 4

tables for me to eat comfortably
there.
service and strategies that the Canteen utilizes.
are utilizing the Food Services of the school.

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office head of the School Canteen.
Table 9
Perception of the Senior High School Students on the Laboratories in
Mean Interpretation
1. The Laboratories serve as a main 3.92 Agree 1

place to conduct hands-on projects
or experiments for academic
purposes.
2. The Laboratories allow us to explore 3.78 Agree 2

our creativity and curiosity in a
safe and contained way.
3. The Laboratories let us access 3.74 Agree 3

necessary supplies and instruments
to conduct successful activities.
4. The Laboratory staff and teachers 3.74 Agree 3

can guide us in ensuring our safety
during the projects.
5. I have gained experiences and 3.68 Agree 5

learnings inside the laboratories
that cannot be learned inside a
classroom.

37
service and strategies that the Laboratory Office utilizes.
are utilizing the Laboratory Services of the school.
office head of the Laboratory Offices.

38
Table 10
Perception of the Senior High School Students on the Service Center
Mean Interpretation
1. The Service Center allows me to access 3.83 Agree 1

basic school materials such as
uniforms, ID Laces, and Books.
2. The Service Center staff provides 3.65 Agree 3

assistance to me when I’m paying or
receiving money.
3. The Service Center have books and 3.79 Agree 2

uniforms readily available early in
the school year.
4. The Service Center directly informs me 3.58 Agree 4

about potential refunds and checks
that are available.
5. The Service Center frequently updates 3.26 Moderately 5

their Reminders section, which helps
Agree
me become informed when checks and
items are available.
service and strategies that the Service Center utilizes.
are utilizing the Service Center of the school.

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office head of the Service Center.
Table 11
Perception of the Senior High School Students on the Office of
Student Affairs - Activity in terms of its Services and Strategies
Mean Interpretation
1. The OSA-Activity helps me in the field 3.72 Agree 3

of academics.
2. The OSA-Activity orients me about the 3.63 Agree 4

services that they offer to us.
3. The OSA-Activity helps me in my 3.75 Agree 2

personal development as an individual.
4. The OSA-Activity office helps me 3.86 Agree 1

manage and understand co-curricular
and extra-curricular activities.
5. The OSA-Activity keeps me updated 3.58 Agree 5

through the use of Social Media and
Bulletin Postings.
service and strategies that the OSA-Activity utilizes.
It is stated in the table above that CICians are aware of the
role of the OSA-Activity and its potential help in a student’s

40
life in terms of guidance about co-curricular and extra-
curricular activities.
office head of the Office of the Student Affairs - Activity.
Table 12
Perception of the Senior High School Students on the Office of the
Student Affairs – Discipline in terms of its Services and Strategies
Mean Interpretation
1. The OSA-Discipline constantly reminds 3.97 Agree 1

us about school rules and policies.
2. The OSA-Discipline closely monitor the 3.86 Agree 4

actions and behavior of students.
3. The OSA-Discipline duly responds 3.72 Agree 2

whenever I have committed an offense
or violation.
4. The OSA-Discipline is capable of 3.76 Agree 5

ensuring our safety and security
inside the school.
5. The OSA-Discipline interacts with 3.7 Agree 2

students during the “Discipline
Month”.
service and strategies that the OSA-Discipline utilizes.

41
role of the OSA-Discipline as an office concerned about
disciplinary action towards students.
office head of the Office of the Student Affairs - Discipline.
Table 13
Perception of the Senior High School Students on the Office of the
Principal in terms of its Services and Strategies
Mean Interpretation
1. The Principal gives me guidelines on 3.66 Agree 4

how to improve my leadership skills.
2. The Principal can contact my parents 3.73 Agree 3

whenever there are concerns regarding
me or the school.
3. I understand the influence that the 3.8 Agree 1

Principal’s Office have in the actions
of my teachers and other staff.
4. The Principal’s Office is the place to 3.52 Agree 5

go to whenever I have serious matters
to address with the school.
5. The Student Council serve as a 3.78 Agree 2

connection between us students and the
Principal’s Office.

42
Table 13 shows the Perception of the SHS Students on the service
and strategies that the Office of the Principal utilizes.
role of the Office of the Principal and its overarching role in
the whole CIC Sneior High School community.
Principal of the Senior High School Department.
Table 14
Overall Perception of the Senior High School Students
Office Weighted Verbal Rank
Mean Interpretation
1. CFP Office 3.75 Agree 7
2. Library 3.92 Agree 1
3. Guidance Office 3.83 Agree 3
4. School Clinic 3.77 Agree 5
5. Canteen 3.86 Agree 2
6. Laboratories 3.77 Agree 5
7. Service Center 3.62 Agree 10
8. OSA - Activity 3.71 Agree 8
9. OSA – Discipline 3.8 Agree 4
10. Principal’s Office 3.7 Agree 9

43
Table 14 shows all of the weighted means gathered from the
previous tables, and are ranked accordingly. The office that ranked
the highest was the Library, which was defined by the Learner’s
Handbook Daily Guide as the office that gives instruction and
assistance in the learners’ research needs, as well as in managing
the books and other educational items and sources in the school.
The office that ranked the lowest among the offices was the Service
Center, which was defined by the Learner’s Handbook Daily Guide as
the place where learners can buy uniforms, books, and school
supplies.
The verbal interpretation of all weighted means were
classified as “Agree”, which validates the credibility of the data
gathered from the Qualitative Study. The Qualitative data gathered
defined the purposes of their respective office, and the strategies
each office used for effective communication and transfer of
information.
44
CHAPTER V
Summary, Conclusion, and Recommendation
This chapter presents the summary of the nature and background
of the study, the major findings, conclusions formulated, and the
recommendations drawn from the findings of the study.
Summary
This study sought the awareness of the CIC Senior High School
Students towards the different Offices and Services offered by the
school and their relevance in their school life. The Exploratory
Sequential design of the Mixed Method of research was utilized and
accomplished by the student-researchers by means of allocation and
distribution of questionnaires in the sample of two hundred and
seventy-nine (279) respondents from the nine hundred twenty-one
(921) population of the Senior High School Department of College
of the Immaculate Conception who were selected using Slovin’s
formula and Stratified Sampling, as well as Purposive sampling
that requires the respondents for the Qualitative study to be a
head of an office that provides student services, as stated in the
Learner’s Handbook Daily Guide.
The instruments used were two different questionnaires, one
of which contained questions about the various roles and
responsibilities of each office, as well as their strategies

45
utilized to further connect and inform students, and another that
contained situations categorized in accordance with the respective
school office that was interviewed prior to the creation of the
Quantitative questionnaire. The data gathered were analyzed and
statistically treated using statistical tools and weighted mean.
The Qualitative Questionnaire was composed of ten questions
that may be answered through descriptive verbal response. Each
office was able to provide details about their intended purpose
and role in the school as a service provider to students, as well
as the measures and strategies they used in order to achieve their
intended purpose and ensure its effectivity to the students of
College of the Immaculate Conception.
The Quantitative Questionnaire was composed of fifty
statements stating the various measures and strategies that were
stated in the Qualitative questionnaire. Five statements were
constructed for each office based on the results from the
Qualitative Questionnaire. For the CFP office, the statement “The
CFP Office are accommodating to students who are troubled” Ranked
first. For the Library, the statement “I am well-versed about the
rules and regulations of the school Library” ranked first. For the
Guidance Office, the statement “The staff are approachable and
understanding of my concerns” ranked first. For the School Clinic,
the statement “The Clinic is welcoming to students who feel sick

46
or fatigued” ranked first. For the Canteen, the statement “The
Canteen is the school’s main hub for food” ranked first. For the
Laboratories, the statement “The Laboratories serve as amain place
to conduct hands-on projects or experiments for academic purposes”
ranked first. For the Service Center, the statement “The Service
Center allows me to access basic school materials such as uniforms,
ID Laces, and Books” ranked first. For the OSA-Activity, the
statement “The OSA-Activity helps me manage and understand co-
curricular and extra-curricular activities” ranked first. For the
OSA-Discipline, the statement “The OSA Discipline constantly
reminds us about school rules and policies” ranked first. Lastly,
for the Office of the Principal, the statement “I understand the
influence that the Principal’s Office have in the actions of my
teachers and other staff ranked first.
Conclusion
Based on the summary of findings, the researchers conclude
that most of the students from the Senior High School Department
of College of the Immaculate Conception are aware of the various
services offered by the offices of the school, are able to utilize
those services in their school life, and that the measures and
strategies done by the offices to better communicate and inform
students about their office are effective.

47
Recommendation
In outlook of the outcomes of the study, some recommendations
are hereby suggested by the researchers:
For the Senior High School Students of College of the
Immaculate Conception, they may become more responsible and
involved with the environment they are working with, as it will
effectively boost one’s efficiency when doing tasks. Moreover,
doing so may improve one’s capacity to act independently and
responsibly in the future (Corpus et al.,2015).
For the teachers, they may become more involved with other
offices so that they may be able to incorporate their lessons with
the functions of the offices, thereby mutually benefitting from
the collaboration.
For the parents, they may choose to inform their children
about the various services that they may utilize during the school
year, so as to further improve their children’s independence and
capability as they prepare for College life.
Lastly, for the School Administration, they may consider an
assessment on the needs of the offices in the school, as the
effectivity of their roles will depend on the support that the
school is able to provide.

48
BIBLIOGRAPHY
Kigongo, C. (2018). Retrieved from
http://196.43.128.20/xmlui/handle/20.500.12383/250?fbclid=IwAR3w0bWUba
_qqRfMs6zJGtQA9vY4UoyrTPDumwCdb-6bXdpJAEUGMLRAi0w
Dutachelet, D. and Donche, V. (2018). Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/07294360.2019.1581143?fbcl
id=IwAR1L2paQPgK5aFp1C6O46WgSYhwMhUcQsVbgWFwrNZwlsjkaNE1-An5ws9c&
Corpuz, B. et al (2015)
Child and Adolescent Development: Looking at Learners at Different
Life Stages. 776 Aurora Boulevard, Kaunlaran, Cubao, Quezon City,
Metro Manila. Lorimar Publishing, Inc. pp. 36-39

49
APPENDICES
50
APPENDIX A
QUESTIONNAIRES
51
APPENDIX B
DOCUMENTATIONS
52
53
APPENDIX C
CURRICULUM VITAE
54
CURRICULUM VITAE
I. Personal Information
Name: Manuel Astley C. Refe
Email Address: Manuelastleyrefe@gmail.com
Contact Number: 0956 702 7226
Date of Birth: June 25, 2001
Place of Birth: Santiago City, Isabela
Home Address: Brgy. Cojuangco, Santa Rosa, Nueva Ecija
Civil Status: Single
Nationality: Filipino
II. Educational Background

Tertiary: College of the Immaculate Conception
Cabanatuan City
2018-2019
Secondary: Holy Cross College
Brgy. Rizal, Santa Rosa, Nueva Ecija
2013-2017
Elementary: Santa Rosa Central School
Brgy. Rizal, Santa Rosa, Nueva Ecija

2007-2013
III. Reference Persons
Mariel P. Felipe
Teacher
0930 050 9754
Henry M. Regal
Teacher
0906 225 2290
55
CURRICULUM VITAE
Name: Jonathan L. Dela Cruz
Email Address: tandelacruz_@yahoo.com
Date of Birth: December 12, 2000
Home Address: Brgy. Pangatian, Cabanatuan City

Sumacab Este, Cabanatuan City
2017-2019
Secondary: Eastern Cabu National High School
Cabu, Cabanatuan City

201 -2016
Elementary: Cabu Elementary School
Cabu, Cabanatuan City
200 -2013y
Evangeline Castillo
Teacher
0950 205 4974
56
CURRICULUM VITAE
Name: Jenina A. Carpio
Email Address: carpiojenina@yahoo.com
Date of Birth: September 6, 2000
Home Address: Soto’s Compound Burgos St., Barangay Supermarket,
Cabanatuan City, Nueva Ecija

2017-2019
Secondary: San Josef National High School
San Josef Sur, Cabanatuan City
2013-2017
Elementary: Cabanatuan East Central School
Sangitan East, Cabanatuan City

2007-2013
Marieta Mangulabnan
Teacher
0975 466 3885
57
CURRICULUM VITAE
Name: Lawrence Luke A. Yacat
Email Address: lawrenceyacat1@gmail.com
Date of Birth: November 28, 2001
Home Address: 95 Rizal St. , Brgy. Rizal, San Leonardo, Nueva Ecija

2017-2019
Secondary: College of the Immaculate Conception

2013-2019
Elementary: College of the Immaculate Conception

2008-2013

Aldrich Batalla
Professional Singer/Mentor
0975 466 3885
58
CURRICULUM VITAE
Name: Angelika Mae L. Laberinto
E-mail: ange_warhol15@gmail.com
Date of Birth: February 15, 2000
Home Address: San Miguel St., Kapitan Pepe Subd., Cabanatuan City
Nueva Ecija
2017-2019
Secondary: College of the Immaculate Conception
2013-2017
Elementary: College of the Immaculate Conception
2007-2013
Danielle Larizze Gallardo
Teacher
0927 996 8073

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LEVEL OF AWARENESS OF THE SENIOR HIGH SCHOOL STUDENTS OF COLLEGE

OF THE IMMACULATE CONCEPTION TOWARDS THE DIFFERENT OFFICES AND

SENIOR HIGH SCHOOL DEPARTMENT

A Research Study Presented to:

In Partial Fulfillment of the Requirement in

The Problem and its Setting

Facilities and offices are materials designed to serve

specific purposes. In a school setting, there are a multiplicity

of facilities that facilitate teaching and learning. A growing

have profound impact on people, most notably teachers and students.

With regards to teachers, school facilities affect teacher

commitment and effort. With regards to students, the school

environment affects an individual’s health, behavior, engagement,

learning, and growth in achievement.

The school facility is much more than a passive container of

the educational process - It is rather an integral component of

the conditions of learning; the layout and design of a facility

contributes to the place experience of the student, educators, and

community members depending on the quality of its design and

management. The facility can contribute to a sense of ownership,

safety and security, personalization and control, and privacy, as

well as sociality and spaciousness or crowdedness.

An effective school facility and office is responsive to the

changing programs of educational delivery and, at a minimum, should

provide a physical environment that is comfortable, safe, secure,

accessible, well ventilated, and aesthetically pleasing. As stated

in pg. 82 of the CIC SHS Learner’s Handbook Daily Guide for

Academic Year 2017-2018, as prescribed by the Manual for Private

Schools of the Department of Education, “it is within the rights

of a learner to avail the use of school facilities for his-

curricular or co-curricular activities as may be authorized to

operate by the school”.

However, there are many factors that contribute to the

effectivity of offices in terms of achieving their main purpose or

functions stated in the Academic Year 2017-2018 CIC SHS Learner’s

Handbook Daily Guide. For the services to be effectively utilized,

the offices should also put into consideration their clients’

awareness and knowledge about the services that are available to

they should utilize the services available to them to its fullest

extent by becoming knowledgeable about the functions of the various

offices, especially considering that a CIC SHS Learner’s Handbook

Through this study, the student-researchers aim to identify

the literacy of the Senior High School students of College of the

Immaculate Conception toward the different offices and services

offered by the school to see if they have prior knowledge on what

student services are made available to them by the institution.

Human Resources Office A.Y. 2018-2019 Learner’s Handbook

Heads of CIC Offices

Office Function Communication Role in School

Senior High School Students

AWARENESS OF THE SENIOR HIGH SCHOOL STUDENTS OF

Figure 1.1 Awareness of the Senior High School Students of College of

the Immaculate Conception towards the Different Offices and Services

Offered by the school and its Relevance in their School Life

Statement of the Problem

This study aims to understand the awareness of the Senior

High School Students of College of the Immaculate Conception on

the various student services available to them, including the

offices that provide those services, as well as its relevance in

their school life.

offices of CIC provide to the SHS students?

2. What strategies do the different offices of CIC use to