Self-Determination of Senior High School Students in Culiat High School

Abstract

This research study was patterned after Hoffman, Field, and Sawilowsky's (2004), Self-Determination Assessment Battery. Field and Hoffman (1994) defined Self-Determination as "the ability to identify and achieve goals based on a foundation of knowing and valuing yourself." Its model has five major components: Know Yourself and Your Context, Value Yourself, Plan, Act, and Experience Outcomes and Learn. The respondents were grade 12 students of Culiat HS during the 1st Sem of 2019-2020, from ABM, HUMSS, and TVL. Permission from the school principal was obtained. Survey questionnaires were used to gather data. The self-report instrument consisted of 92 items where the respondents had to answer with a 4-point scale. The data were encoded in MS Excel. An average value was assumed for the missing data. IBM SPSS was also used. This study is descriptive due to its large sample size of 100. Quantitative in approach, through the use of survey questionnaires and statistical data analysis. It was found out that 1) There is no significant linear correlation or relationship between academic performance (GPA) and self-determination dimensions (SDD). 2) The SDD account only 17.3% of the variations in the general average (GPA). Plan (D3), Act (D4), and Experience Outcomes and Learn (D5), can predict the academic performance of the Grade 12 students. D3 and D5 have inverse relationship with academic performance. 3) No significant difference between the male and female students in their academic performance. 4) No significant difference between the male and female Grade 12 students in self-determination dimensions. 5) Lastly, there is a significant difference in the birth order, specifically the middle and the youngest siblings, when it comes to the SDD of Plan (D3). Further tests can be done to other grade or year levels. The author is also conducting the same research study on college students enrolled in SMCQC. Additional statistical treatments, if applicable, can still be done. Outliers should also be checked and excluded. More practice with IBM SPSS and a thorough understanding of statistical treatments should be made. Random sampling is also recommended. The number of respondents should also be increased. Grades or report cards may be requested or inquired through the school registrar. Grades per subject area should be obtained to be able to run the Chi-square test and Regression analysis. For birth order, the total number of siblings should also be obtained.