Correlates of Self-efficacy, Learning Style and Aptitude Across Strand of Senior High School students in San Jacinto National High School

Abstract

This study aimed to correlate three variables, namely, self-efficacy of the students, learning styles of the students, and their aptitude test results in the 2015 National Career Assessment Examination to the Senior High School Program. The study employed quantitative-survey research. The survey questionnaire was validated and pilot-tested prior the administration. Aptitude test results in the NCAE were grouped into five (5) based on their percentile rank of each student (n=260) and were subjected to chi-square test of independence across the strand to determine significant relationship between the aptitude level and the strand they are enrolled in. Aptitude test results were taken from the individual NCAE result available. The enrolment profile showed that the Senior High School Population (n=260) was largely fifteen-to-sixteen-aged female students. Findings revealed that, as to the 2015 NCAE test results, those enrolled under STEM and ABM had an average aptitude while those enrolled under GAS, HUMSS, TVL-CHS TVL-FBS, TVL-Computer Programming and TVL Cookery registered a below average aptitude. Moreover, findings revealed a moderate confidence in their level of self-efficacy in terms of Enlisting Social Resources, Academic Achievement, Self-regulated learning, Self-regulatory efficacy, Meeting Others’ Expectations. Social Self-efficacy, and Enlisting Parental and Community Support. Further, findings reported means interpreted as ‘moderately agree’ when variables were grouped as to what learning style is dominating in each of the strand. As to the correlates, a significant relationship was found between the students’ strands and the level of their self-efficacy to all the parameters set for each learning style measured in the study. Further, a significant relationship was found in at least one parameter of the sensing-thinking, sensing-feeling, and intuitive-thinking learning styles, but none in intuitive-feeling learning style. More studies may be conducted along these parameters of significant and non-significant relationship to analyze findings that can be used for re-aligning students in the strand.