Learner Handbook: The Performance Attitude of Student during their Work

Immersion
Jennifer Kay Delos Santos, Gio Valerio, Mica Ella Sandiego, Jhean Oblero, Giorome
Santos, Maricar Bautista
Instructor:
Ruiz Cheryl C.

Richwell Colleges, Incorporated

Abstract

The purpose of this study is to analyze the reason behind the level of personality of the
students and to make an invention called Learner's Handbook. This study was
quantitative method research paradigm on 20 selected students in Home economic strand
of Richwell Colleges Incorporated during the second semester of the school year 2018-
2019 for the testing. The findings of this study show that there a student have a good
personality than the other students. Research revealed the exposure to learner's Handbook
that can facilitate students to having good personalities. Based on the responses of the
subjects to this study the learner's handbook is considered as a tool for helping the
students to achieve good personality.

The researchers used pre-test - post-test design under randomized experimental design.
The pre-assessment was conducted using the questionnaire of McCrae by the big five
personality Assessment.

Four teachers in two different fields evaluated the Learner's handbook made by the
researchers, two of them are librarian teachers and one of them is teacher of
Understanding Culture Social and Politics and lastly entrepreneur teacher. In terms of
content, it has a rating of 3.76; in format, it has a rating of 3.88; in Presentation and
organization, it has a rating of 3.85 and lastly accuracy and up-to-datedness of
information it has a rating of 1.73’. Which are all interpreted as “Very Satisfactory”.
Over all, Learner’s hand book has a grand mean of 3.30 and interpreted as “Very
Satisfactory”. It shows that the product provided is accurate to use as a subjects for this
study. The result of the pre-test revealed that 4 the students having not satisfactory
personality but after using the Learner's handbook, the students personality change. The
computed t-value is -- which is ---than the t- critical ----. The researcher decided to use p-
value to help in determining the significance of the result of the hypothesis test in statistic.
The p- value resulted as ----- which is ---' than the level of significance that is ---. The
results suggest the rejection of null hypothesis and acceptance of alternative hypothesis.
Keyword: Good Personality
 Introduction

Education highly regarded in Philippine culture as an important factor in being

successful in life and it form the central strategy of president Benigno Aquino’s
administration for investing in the people enhancing the youth’s opportunity to gain
meaningful employment. President Benigno Aquino is a staunch advocate of the new
system, believing it will bring the Philippines in line with global standards make even
high school graduate more employable and provide students with more time to choose
which career best suit their abilities. (wordfalia.com.2013)

The Department of Education Memorandum 149S 2011 on career pathways for

high school students mandates to prepare high school students for lifelong learning and
the world of work and advised educates to orient high school students on the various
career pathways to pursue after high school. Early orientation on the many career
opportunities will strongly encourage students to learn and complete their basic education.
The various curricular programs have been designed to enable students to understand
their strengths, pursue their interest and develop their multiple intelligence. The role of
the school is to provide opportunities to students to discover their passion and pursue it.
(deped.gov.ph, 2011)

The OJT programs is directly related to the practical office work and learning
experiences and should help the students to enhance their technical skills and knowledge
acquired in the classroom lectures in order to become more responsive to the demand of
Information Technology (IT) profession, develop the value of professionalism. Love
work and commitment to people they nerve in their future career, apply the relevant
theories of IT profession and code of ethics into practice and experience the actual world
of work on a computerized
Prior to deployment of students for their OJT program, students are required to attend
orientation and workshop seminars before they are endorse by the OJT coordinator or
Adviser to their respective offices identified as cooperating agency partner. RCI student
who will undergo OJT coordinator on scheduled days. These conferences are held as a
way to monitor the activities of the students and to give them opportunities to thresh out
problems they have encountered in their respective offices where they assigned.

Statement of the Problem

1. What is the personality of the students during their work immersion in item of
1.1 pre- tests
1.2 post- tests
2. What is the expectation of the students about the Learner’s Handbook in terms of
 2.1 Content
2.2 Format
2.3 Presentation and Organization
2.4 Accuracy and Up-to-datedness of Information
3. Is there a change in level of knowledge of the respondent before and after the use of
Learner Handbook

Significance of the study

The outcomes of this study are beneficial to the following entities

Students: this will give them brighter understanding and deeper awareness to the
different factors that would affect their on the job training performance. The result of this
study will help practicumers improve specific areas among themselves to become
professionals.
Teacher: it would provide information regarding the status of the practicumers that
would encourage them to help the students by giving prompt specific and helpful
feedback also teacher can determine the strength and weaknesses of the students even
their behaviors.
Parents: this study will increase awareness on the benefits of the on- the job their child’s
en behavior
Cooperating firms and business establishments: who accepts student’s trainees this would
guide them an idea in how to handle and supervised practicumers
Future researcher: the research believed that this can serve as their guide in making
similar students
Conceptual framework
This part of the study discusses the conceptual framework of the study this is
conceptualized using a paradigm show in figure- 1

Input Process Output

The level of Pre- test formulation “Learners
performance of intervention, post Handbook” book of
personality of the test and evaluation of information as a
students about their the product guide of having a
work immersion good performance
personality

Figure 1. Paradigm of the study

The frame 1 of the graphic representation show the input of the study which is the level
of performance personality of the student about their work immersion of the 2nd batch of
the work immersion students under Home Economics Strand of Richwell Colleges,
Incorporated Frame 2 contains the pre- test to determine the level of the student
personality. Afterwards the researchers made a product and let the students used it and the
post- test follows. Frame 3 shows the development product “Learner’s Handbook” which
is used as an intervention.

METHODOLOGY

The researchers used a quantitative method of gathering information to the

respondents about their attitudes during work immersion.
According to Matthews and Moss (2010), “Quantitative research methods are
basically applied to the collection of data that is structured and which could be
represented numerically.”

Population of the study

The researchers used a randomized experimental research on choosing the
subjects-people in the researchers’ experiment, usually applied in a quantitative method.
The respondents of this study including 20 selected students in 2nd Batch from the free
section of home economics strand of Richwell Colleges, Incorporated
Respondents Number of Gender
respondents M F
HES-12A 13 1 11

HES-12B 5 3 3

HES-12C 2 2 0

Table 1. Population and sample of the study

The table reveals the population of the respondents is mainly consisting if the 20
out of 43 2nd batch of work Immersion- Grade 12 HES student there were total of 3 male
and 17 female students Based on the gathered information, majorities of the students are
ranging from 17 to 18 years old.

Research instrument
To complete the study, the researchers administered survey questionnaire to
collect information and data from the respondent. The questionnaire will be used as pre-
test and post - test that will assess the level of attitude performance of the students during
their work immersion. The survey questionnaire was adopted and a final standardized test
by WPS Big five advanced Costa and McCrae (1985) entitled Personality and motivation
assessment Questionnaire. There were 16 items concerning about the personality nee
which is being investigated. The items were put in a 5 points rating scale from level 1:
Strongly disagree to 5: strongly agree. The researchers also used a learner’s handbook.
Tools of information as a guide of having a good performance personality. Guidelines and
Processes for LRMDS Assessment and Evaluation by Department of Education.

Data Gathering Procedure

The researchers gather the data through the use of standardized questionnaire to
be answered by the batch 2 of work immersion students of Richwell Colleges,
Incorporated. Then, last January 28, 2019 up to January 29, 2019 at the morning shift the
survey were conducted and checked for completeness. The answers from the survey
questionnaire are tallied by the researchers through the use of statistical software further
reference. The answers from the questionnaires were analyzed and summarized from the
highest up to lowest base these will determine the performance attitude of the student
during their work immersion.

Data Processing Procedure and Statistical Treatment

The researcher used a liker type of scale in gathering the response of the subjects of the
study. Liker – type scale is five to seven point scale which is used allow the individual to
express how much they agree or disagree with a particular statement.

The engagement of the learner handbook was conducted to the students who need to
establish good personality. The researcher created the learner handbook which includes
several tasks. That will give motivation to the students (Batch 2)

To be able to analyze the students perception about the learner handbook the researcher
used a likert-type scale used.

5. Strongly Agree- students understand the term its definition and the thought of the topic.
4. Agree- students are not familiar with the term and its definition but comprehensively
understand the thought of the topic.
3. Neutral students understand equally
2. Disagree- students know the term and its definition but not comprehensively
understand the thought of the topic.
1. Strongly disagree- no learning and not comprehension at the topic preposition at all.

The researcher also used t-test and p-value to know if there is any significant difference
between the levels of performance attitudes of the student after using the learner
handbook.
P- Value > 0.05 null hypothesis (accept)
P- Value >0.05 null hypothesis (reject)
 Null hypothesis- there is no significant difference in the level of the students before and
after the use of learner

Alternative Hypothesis- there is a significant differences the level of the performance

attitude of the student before and after use of Learner's Handbook.

RESULTS AND DISSCUSION

The study focused on the personality of the student before and after use the learner’s
handbook
Table 1. The Result of Pre-test

Statement Mean VI
I Gets to know people quickly, cheer people up, and enjoy contact. 2.75 A
Likes to be surrounded by people, talks a lot, enjoy social occasions. 2.85 A
Communication views and ideas, seeks to influence people.
I Keeps busy, reacts quickly, is always on the go, fill spare time. 2.7 A
I Believe that people have good intention, trust people to be honest 2.3 A
I Behaves straightforwardly, do not manipulate or use people. 2.25 A
Shows concern, listens well, makes people feel welcome
I Keeps quit about successes and achievements, avoids talking about self. 2.55 A
Has strong imagination, sets aside time for thinking, and enjoys daydreaming. 3.05 A
I Generates original solution to problems have a lot of ideas for the change. 2.8 A
Prepared to bend the rules and take risks to achieve change.
I Tries new ways of working, adapts quickly to change, and prefers variety. 2.35 A
I Complete tasks, excels at work, get things done efficiently. 2.7 A
I Likes to be organized, keep thing tidy, does things according to a plan. 2.85 A
I Works hard, set high standards, does more than is expected. 2.45 A
I Gets down working quickly, initiates activities, prepares in advance. 3.1 A
Has fewer worries than most people, finds it easy to unwind. 2.45 A
I Comfortable with self, happy with life, positive about future. 2.45 A
I Confident in unfamiliar surroundings and with new people. Calm under 2.5 A
pressure, copes with problems, overcomes setbacks quickly.
Over-all Mean 2.63 A
Legend: 1.0= Strongly Disagree (SD); 1.8= Disagree (D); 1.9 = Undecided (U); 2-3.6
=Agree (A); 4.5-5.0=Strongly Agree (SA)

The table above reveals the pre-test of Personality of the students during their
work immersion. Students (9%) Agreed responded that they get to know people quickly,
cheer people up and enjoy contact with them. In addition, Communication views and
 ideas, seek to influence people as rated by (8%) students. Keeps busy react quickly, is
always on the go, fill spare time as they responded (10%) neutral. Students believe (10%)
show that people have good intention, trust people to be honest. When the students
behave straightforwardly, doesn’t not manipulate or use people. It show concern listens
well, to make people feel welcome. Students keeps quit about successes and
achievements, avoid talking about self (8%) of students respond neutrally. Has strong
imagination, set aside time for thinking, and enjoy daydreaming of the student as rated by
(10%) neutral. Students (8%) neutral that students generate original solution to problems
has a lot of idea for the change, prepared to bend the rules and take risks to achieve
change. In additions students tries new way of working, adapts quickly to change, and
prefers variety as rated by (12%) neutral and agree. Students complete the task, excels at
work, get things done efficiently as rated by (8%) neutral. In addition, students organized,
keep things tidy doesn’t things according to a plan as rated by (10%) neutral. Students
also respond agree as (8%) that can work hard, set high standards, does more than is
expected. 6% of students get down to work quickly, initiates activities , prepares in
advance as considered neutral and agree. When they have fewer worries than most people,
students (6%) find it easy to unwind. Students (8%) comfortable with self, happy with
life, positive about future as considered neutral and agree. And lastly, when confident in
unfamiliar surroundings and with new people. Student still calm under pressure, copes
with problems, overcomes setbacks quickly. It further reveals that the over-all mean score
of the student in their pre -test is 2.63 which was verbally interpreted as "Agree". It
clearly showed from the data that most of the students are having a good character when
it comes in their work immersion. According to Aristotle, for instance, sometimes speaks
of a good moral character as "human excellence" or an "excellence of soul"
(Nicomachean Ethics I.13). The idea here is the same as with the axe—having a good
moral character helps its possessor operate well and live up to her potential, thereby
fulfilling her nature. This shows that the students have a good personality in their work
immersion.
Table 2. The result of the Post-test

Statement Mean VI
I Gets to know people quickly, cheer people up, and enjoy contact. 2.00 A
Likes to be surrounded by people, talks a lot, enjoy social occasions. 2.00 A
Communication views and ideas, seeks to influence people.
I Keeps busy, reacts quickly, and is always on the go, fill spare time. 3.00 A
I Believe that people have good intention, trust people to be honest 3.00 A
I Behaves straightforwardly, do not manipulate or use people. 2.00 A
Shows concern, listens well, makes people feel welcome
I Keeps quit about successes and achievements, avoids talking about self. 2.00 A
Has strong imagination, sets aside time for thinking, and enjoys daydreaming. 2.00 A
I Generates original solution to problems have a lot of ideas for the change. 2.00 A
Prepared to bend the rules and take risks to achieve change.
I Tries new ways of working, adapts quickly to change, and prefers variety. 2.00 A
I Complete tasks, excels at work, get things done efficiently. 2.00 A
I Likes to be organized, keep thing tidy, does things according to a plan. 2.00 A
I Works hard, set high standards, does more than is expected. 2.00 A
I Gets down working quickly, initiates activities, prepares in advance. 2.00 A
Has fewer worries than most people, finds it easy to unwind. 2.00 A
I Comfortable with self, happy with life, positive about future. 3.00 A
I Confident in unfamiliar surroundings and with new people. Calm under 3.00 A
pressure, copes with problems, overcomes setbacks quickly.
Over-all Mean 2.25 A

Legend: 1.0= Strongly Disagree (SD); 1.8= Disagree (D); 1.9 = Undecided (U); 2-3.6
=Agree (A); 4.5-5.0=Strongly Agree (SA)

The table 2 shows the result of the post-test that was conducted after the use of
learner's handbook in order to know if there is a change in the level of the personality of
the students. The over-all mean result of post- test on the attitude performance of the
student was 2.25 which was verbally interpreted as "Agree". The data shows that the
students are still having a good character in comes on their work immersion but it shows
there is change after having the learners handbook as the mean drop down from 2.63 to
2.25 with a difference of 0.38 According (Bell, 2010) there is a direct link between
positive character traits and a happy and successful life. Negative character traits that
have been ‘strongly and long’ ingrained usually do cause strife at some point. But a focus
on positive change can and does work.” So learn to recognize good qualities in
themselves, which can prevent them from developing self-compassion and self-Este.

The table 3 shows the result of the evaluation on the software done by 4 selected
teachers from Richwell Colleges Incorporated, 2 of them is librarians then
1 of them is teacher of entrepreneurship and the last teacher is teacher of Understanding
culture and social politics of Richwell colleges incorporated.
It is show in the table that only two verbal descriptions dominated in the result: Very
Satisfactory and Satisfactory.
The Evaluation of the software in terms of Content has a sub mean of 3.76 which
was interpreted as Very Satisfactory. This clearly shows that the content is factual and
free of error. It also meets the school's standards and learning objectives. Taylor (1975)
stated that learner’s handbook is suitable to the student's level of development; therefore
the virtual environment can be enriched to extent that it can become a possible copy of
the real world.
The evaluation of the software in terms of Formality has a sub mean of 3.88 and
was interpreted as Very Satisfactory .This clearly shows that the teachers instructors and
student is clear and thorough and help tutorials are clear and easy to use. It also meets the
standards of the teachers when it comes to the ability level of the product. (Macedonia et
al., 2011). It gives the users the opportunity to see themselves moving in the environment
while being comfortably seated in a chair.
The evaluation of the software in terms of Presentation and Organization has a
sub mean of 3.85 and was interpreted as Very Satisfactory. This clearly shows that our
products is Presentable and well organize. Noam Chomsky (2003) Organization and
education, when they interact with each other, they strengthen each other, they are
mutually. They would interact with a real person.

The evaluation of the software in terms of Accuracy and Up-to-datedness of

information has sub mean of 1.73 and was interpreted as Very Satisfactory. This clearly
shows that the information given is accurate to our topic. Allan first (2008) People know
accuracy when they read it; they can feel it. Means obtain the process information fairly
to make accuracy the information.
The evaluation of the software in terms of Formal has the highest sub mean and
the evaluation of the software in terms of Accuracy and Up-to-datedness of
information has the lowest sub mean .
The students rated and generated a grand mean of 3.32 and it was interpreted as
Very Satisfactory. The teachers rated a generated a grand mean of 3.29 and were
interpreted as Very satisfactory. The combination of the two sets of evaluator gathered a
grand mean of 3.30 which is interpreted as Very Satisfactory.
 Table 3. The Result of the software evaluation as perceived by students and
Teachers

ITEM STATEMENTS STUDENT LIBRA COMBINE

RIAN MEAN
TEAC
HERS
Factor 1:content mean VI mean VI mean VI

1 Content is suitable to the student’s level 3.33 VS 4.00 VS 3.66 VS

of development.
2 Material contributes to the achievement of 3.33 VS 4.00 VS 3.66 VS
specific objectives of the subject area and
grade/year level for which it is intended.
3 Material provides for the development of 3.33 VS 4.00 VS 3.66 VS
higher cognitive skills such as critical
thinking creativity, learning by doing,
inquiry, problem solving, etc.
4 Material is free of ideological, culture, 3.66 VS 4.00 VS 3.83 VS
religious, racial, and gender biases and
prejudices.
5 Material has the potential to arouse 4.00 VS 4.00 VS 4.00 VS
interest of target reader.
6 Adequate warning/cautionary notes are 3.33 VS 4.00 VS 3.66 VS
provide in topics and activities where
safety and health re of concern.
SUB MEAN 3.52 VS 4.00 VS 3.76 VS
Factor 2: Format

1 PRINT
1. Size of letter is appropriate to the 4.00 VS 4.00 VS 4.00 VS
1 intended user.
1. Space between letters and words 4.00 VS 4.00 VS 4.00 VS
2 facilitate reading.
1. Font is easy to read 3.33 VS 4.00 VS 3.66 VS
3
1. Printing is of good quality (i.e., no 3.33 VS 4.00 VS 3.66 VS
4 broken letters, even density, correct
alignment properly placed screen
registration).

2 ILLUSTRATION
2. Simple and easily recognizable. 4.00 VS 4.00 VS 4.00 VS
1
2. Clarity and supplement the text. 4.00 VS 4.00 VS 4.00 VS
2
2. Properly labeled or caption (if 4.00 VS 4.00 VS 4.00 VS
3 applicable).
2. Realistic/ appropriate colors. 4.00 VS 4.00 VS 4.00 VS
4
2. Attractive and appealing. 3.33 VS 4.00 VS 3.66 VS
5
2. Culturally relevant. 3.66 VS 4.00 VS 3.83 VS
6
3 DESIGN AND LAYOUT
3. Attractive and pleasing look at. 4.00 VS 4.00 VS 4.00 VS
1
3. Simple (i.e., does not distract the 3.66 VS 4.00 VS 3.83 VS
2 attention of the reader).
3. Adequate illustration in relation to 3.66 VS 4.00 VS 3.83 VS
3 text
3. Harmonious blending of element 4.00 VS 4.00 VS 4.00 VS
4 (e.g., illustration and text).
4 PAPER AND BINDING
4. Paper used contributes to easy 4.00 VS 4.00 VS 4.00 VS
1 reading.
4. Durable binding to withstand 4.00 VS 4.00 VS 4.00 VS
2 frequent use.
5 SIZE ANDWEIGHT OF RESOURCE
5. Easy to handle. 3.66 VS 4.00 VS 3.83 VS
1
5. Relatively light 3.00 VS 4.00 VS 3.50 VS
2
SUB MEAN 3.76 VS 4.00 VS 3.88 VS

Factor 3: Presentation and organization

1 Presentation is engaging, interesting, and 4.00 VS 3.25 VS 3.62 VS

understandable.
2 There is logical and smooth flow of 4.00 VS 4.00 VS 4.00 VS
ideas.
3 Vocabulary level is adapted to target 4.00 VS 3.75 VS 3.87 VS
reader’s likely experience and level of
understanding.
4 Length of sentences is suited to the 4.00 VS 3.75 VS 3.87 VS
comprehension level of the target reader.
5 Sentences and paragraph structures are 4.00 VS 3.75 VS 3.87 VS
varied and interesting to the target
reader.
SUB MEAN 4.00 VS 3.70 VS 3.85 VS
 Factor 4: Accuracy and Up-to-datedness of
Information

1 Conceptual errors. 1.66 VS 1.25 VS 1.45 S

2 Factual errors. 1.66 VS 1.25 VS 1.45 S
3 Grammatical errors. 2.00 VS 1.50 VS 1.75 VS
4 Computational errors. 2.00 VS 1.25 VS 1.62 VS
5 Obsolete information. 2.00 VS 1.25 VS 1.62 VS
6 Typographical and other minor errors 2.00 VS 1.25 VS 1.62 VS
(e.g., inappropriate or nuclear
illustrations, missing labels, wrong
caption, etc.)
SUB MEAN 2.00 VS 1.47 VS 1.73 VS
Grand Mean 3.32 VS 3.29 VS 3.30 VS

Legend: 1.00-1.75= Not Satisfactory (NS); 1.76-2.50= Poor(P); 2.51-

3.35= Satisfactory (S); 3.36-6.00= Very Satisfactory (VS)

Result of significant Difference between the Pre-test and Post- test score

To get the result if there is significant difference between the levels of

personalities of the students before and after using the learner’s handbook the researchers
used t-test and p-value computation. The table below shows the result of t-test and p-
value using Microsoft excel.

Variable Mean T-value T-critical @ P-value Decision

Pre-test 2.63

Post-test 2.25

The computed t-value is __ which is ____ than the t-critical which is ___. The
researcher decided to use the p-value to help in determining the significance of the result
of the hypothesis test in statistic. The p-value resulted as _____ which is _____ than the
alpha or level of significance that is ___. The result suggests the ____ of ______ and
acceptance of the alternative hypothesis. This means that there is a significant difference
between the students' level of personality before and after the intervention. The result
implied that the learner's handbook is found to be an effective tool to having a good
personality. A study from Lyonsetal, (2006) indicated that work value dictate work
behavior and job selection. In other words, work value effect behavior at work especially
into performance.

Conclusion
On the basics of the finding and tests applied in the study, the researchers therefore
conclude that:
1. There is a significant different in the level of personality of the student before and
after using the learner's handbook.
2. Good personality is the natural skill of the people but it’s hard to continue because
there bad habit’s
3. Based on the gathered data and results, the researchers could say that using the
learner’s handbook is the best tool for having a good personality.

Recommendation
Based on the results and data gathered, the researchers arrived with the following
recommendations for having a good personality.
 1. Be a better listener.
2. Use learner’s handbook continuously as a tool for therapy.
3. Performance such as simple communication with good manners.
4. Become more interesting.
5. Practice and adopt a more optimistic out of look of life.
6. Be encouraging and support the other.
7. Have integrity and treat people with respect.
8. Don’t be afraid to be yourself. Do thing that you need to do every day to
facilitate and to develop your confident.

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