DETERMINING THE IMPACT OF DIVERSITY QUOTIENT AND SKILLS
INCLUSION ON THE WORK PERFORMANCE AMONG OFFICE
EMPLOYEES IN SELECTED COMPANIES WITHIN
FIRST CAVITE INDUSTRIAL ESTATE
Undergraduate Thesis
Submitted to the Faculty of the
College of Accountancy and Office Administration
AISAT College - Dasmariñas
City of Dasmariñas, Cavite
In partial fulfillment
of the requirements for the degree
Bachelor of Science in Office Administration
MYRA R. BIBLANIAS
MARLYN D. CAIRO
MARJHORIE V. CORALES
JEWEL ALEC T. PEREN
ANTHONY V. ZARA
July 2024
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Republic of the Philippines
AISAT COLLEGE - DASMARIÑAS
City of Dasmariñas, Cavite
Tel. No. (046) 435 - 1153
Email: [email protected]
College of Accountancy and Office Management
Authors: MYRA R. BIBLANIAS
MARLYN D. CAIRO
MARJHORIE V. CORALES
JEWEL ALEC T. PEREN
ANTHONY V. ZARA
Title: DETERMINING THE IMPACT OF DIVERSITY QUOTIENT AND SKILLS
INCLUSION ON THE WORK PERFORMANCE AMONG OFFICE
EMPLOYEES IN SELECTED COMPANIES WITHIN
FIRST CAVITE INDUSTRIAL ESTATE
A P P R O V E D:
PEARL N. FABIA
Thesis Adviser
RALPH EMERSON S. MANLAPAS ____ KATHLEEN N. SANGALANG, MBA ____
D. Department Coordinator Date Academic Research Coordinator
Date
1
3
WILBERT A. MAÑUSCA, MMEM _____
Vice-President for Academic Affairs Date
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BIOGRAPHICAL DATA
Ms. Myra R. Biblanias was born on February 3, 2002, in Oas, Albay, Philippines,
and has been a resident of Dasmariñas, Cavite, for four years. She is the 13th of the 14
children of Mr. Carlos Biblanias and Mrs. Maravilla R. Biblanias. She finished her
secondary education at Oas Polytechnic School in 2014–2020. Furthermore, she took her
primary education at Oas South Central School from the academic year 2008–2014 in
Oas, Albay, where she was always on the honor roll until she was in grade 5.
She is pursuing a four-year course, Bachelor of Science in Office Administration,
at the AISAT College Dasmariñas. She took her on-the-job training in Francisco E.
Barzaga in Bayan Dasma, where the Library Office assigned her and her college buddies.
During her internships, she experienced many things for the first time. She learned how
the library office works and how they record all the books.
She had a 2-day training on using the Koha Integrated Library System for Library
Cataloging. She was awarded a certification in "Professional Writing Mastery: A
Comprehensive Training on Crafting Effective Correspondence, Business Letters,
Memoranda, and Narrative Reports. She has an older sister who is a teacher, and she
encouraged her to start pursuing her tertiary education in Cavite to fulfill her dream and
to have a permanent career in the future. She is family-oriented and aware of life's
challenges, so even if there are moments when she feels completely exhausted, she looks
up and perseveres through the challenges to fulfill what she promised to her father and to
be successful in her career path and ambition.
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BIOGRAPHICAL DATA
Ms. Marlyn Dalino Cairo was born on January 11, 2001, at Las Piñas District
Hospital. She has a twin sister, and they are fraternal. She currently resides in Barangay
San Manuel 1, Dasmariñas City, Cavite. She is the youngest child among the four
children of Mrs. Marilyn Cairo and Mr. Marcos Cairo.
She started her primary education at Habay Elementary School. She loves reading
books and participates in recitals. She always received an award in her elementary life.
She was a shy student in elementary school; she could not even talk to her classmates.
She focused solely on her studies.
She started her secondary education at Binakayan National High School. She
began to build up her confidence. In Grade 7, she joined an English Quiz Bee and won
1st place. Her teacher chose her as the best student in her section. She was the only
student who received a medal in her class. In Grade 8, she was in the star section. During
the school’s festival dance competition, her section joined and won 2nd place. Her class
choreographer saw her potential and asked her to join their dance group. From Grade 9 to
Senior High School, she transferred to Emiliano Tria Tirona Memorial National High
School because she wanted to join the dance club, and luckily, she passed the audition.
She did not let her grades drop. She was always in the top 3. When she was in Grade 10
(2016) and Grade 11 (2018), she luckily went to Australia and China to compete in a
dance competition; they won as bronze medalists.
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BIOGRAPHICAL DATA
Ms. Marjhorie Villarin Corales, a 23-year-old student born on the 6th day of
October 2000, is the eldest daughter of Mrs. Marianne V. Corales and Mr. Joselito C.
Corales. She is one of the six children of Mr. and Mrs. Corales. She has two brothers,
Raymart and John Paul, and three sisters, Rianne, Mariella, and Jeanella Corales. Ms.
Marjhorie and her family reside at #43 Ramirez St., Zone 1, City of Dasmariñas, Cavite.
On her primary educational path, she graduated from Dasmariñas Elementary
School from kindergarten to sixth grade. She was a bubbly student, and her favorite word
was "play" until she started attending Dasmariñas Integrated High School. She graduated
from Dasmariñas Integrated High School from high to senior high school. On her senior
high school journey, she took up the humanities and social studies because someday, if
given a chance, she wants to be an educator. Being a humanities social science student
helped her develop her communication and writing skills and taught her how to think
critically. Her secondary educational journey changed her perception of life precisely
when she started facing problems and solving them. She made decisions by herself. That
part of her life taught her how to make good decisions and strengthened her.
In 2020, she started her college journey at the AISAT College Dasmariñas as
student of the Bachelor of Science in Office Administration. This course taught her
knowledge that she will be using soon. She faced problems that shaped her into the
wonderful woman she is as a graduating student. Her mistakes and difficulties in life are
the best educators who teach her great lessons in life.
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BIOGRAPHICAL DATA
Mr. Jewel Alec Tuvera Peren was born at Metro Manila's Fabella Memorial
Hospital on January 22, 2002. He resides in two houses, one at his aunt's in New Era,
Dasmariñas, Cavite, and the other at his original house where he grew up in Navarro,
General Trias, Cavite. He is the only child of Ms. Rowena T. Peren and Mr. Joel A. Peren.
He started his primary education at Navarro Elementary School in General Trias, Cavite.
He loved sports at that time. He participated in a marathon, finishing 5th out of 30;
volleyball, finishing 4th; and sepak takraw, finishing 5th. He also participated in Ginoong
Kalikasan, finishing as the first runner-up. He graduated as a top-five student in his batch.
He always tried his best and sought to explore new things in his younger years as a
student.
He started his secondary education at Governor Ferrer Memorial National High
School. In Grades 7-9, he was in a star section or a 3rd class ranked on campus. In Grade
7, he participated in Sayawit. In Grade 8, he struggled to be a top student; in the 1st
grade, he ranked 26th, but eventually, in the 2nd grade, he found his groove and finished
as one of the top 10 students. In Grade 9, he finished as one of the best in English in his
class and received an honorable mention. In Grade 10, he was in the general section, the
second class ranked beside the science class, where he finished with honors, making
history as all his 59 classmates also received an honors award.
He started his senior high school career in three different schools and places and
pursued two courses. In Grade 11, he was an Accountancy and Business Management
(ABM) student, but eventually gave up the strand as he moved to San Fernando,
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Pampanga. There, he decided to study near their home at Don Antonio Lee Chi Uan
Integrated School, where the only available strand at that time was the General Academic
Strand. He made a great effort to catch up in his class and eventually graduated with
honors in Grade 11, ranking in the top 2 of his class. Life turned mysterious when he
stepped out of his comfort zone, deciding to separate from his parents and become
independent at an early age. He moved to New Era, Dasmariñas, Cavite, where he took
his Grade 12 (2018) near his aunt's and grandmother's house at New Era Senior High
School. He became an irregular student, attending four different classrooms every day. It
took a lot of hard work, but he eventually graduated as one of the creams of the crop,
finishing senior high school with honors and conduct and diligent awards, something to
be proud of for his parents and the important people who helped him in his life journey.
In 2020, he enrolled at AISAT College Dasmariñas, taking up a Bachelor of Science in
Office Administration.
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BIOGRAPHICAL DATA
Mr. Anthony V. Zara was born on April 25, 2000, in Kawit, Cavite. He resides in
the 136 Repiso compound, Toclong Kawit, Cavite. My mom and dad have a small
business to support my academics. He started primary education at Imus Pilot Elementary
School. He is not a top achiever in the classroom, but he always joins activities in school
like dancing and has become an athlete before, playing table tennis and volleyball. He
finished his secondary education at Imus National High School.
In senior high school last year, he needed to interact with other students to help
boost his confidence in front of his classmates regarding activities and reporting. In 2019,
he enrolled at AISAT College Dasmariñas. He was taking the Bachelor of Science in
Office Administration.
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ACKNOWLEDGEMENT
The researchers would like to express their deep gratitude and heartfelt
appreciation to the individuals who played a significant role in creating this valuable and
fruitful piece of work.
The researchers extend their sincere gratitude to Vice President for Academic
Affairs, Mr. Wilbert A. Mañusca, MMEM, for generosity and invaluable advice; to
Department Coordinator, Mr. Ralph Emerson S. Manlapas, for guidance and thoughtful
suggestions; to Assistant School Operation Manager, Ms. Mary Jane M. Notarte, for
constructive comments and recommendations for enhancing the study; and to Academic
Research Coordinator, Ms. Kathleen N. Sangalang, MBA, for insightful feedback,
suggestions, and unwavering support. Their expertise, wisdom, and dedication were truly
remarkable.
The researchers are also immensely grateful to Ms. Grace Abalahin, English
Critic, for expertise that significantly contributed to the success of their study.
To Mr. Noel Jeric T. De Guia, Statistician, for his knowledge and meticulous
analysis, which were crucial in ensuring the accuracy and reliability of their findings.
The researchers also extend heartfelt appreciation to Ms. Pearl N. Fabia, the
researcher adviser, for unwavering support, invaluable assistance, patience, and
exceptional guidance throughout the study.
The researchers would like to express gratitude, especially to their families and
loved ones, for their unwavering motivation and support, which has made their college
journey joyful despite the challenges and struggles they have faced.
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Above all, researchers are truly grateful and blessed for the guidance, strength,
and wisdom bestowed upon them by the Almighty God. Without His blessings and grace,
this study would not have been possible.
Myra R. Biblanias
Marlyn D. Cairo
Marjhorie V. Corales
Jewel Alec T. Peren
Anthony V. Zara
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ABSTRACT
BIBLANIAS, MYRA R., CAIRO, MARLYN D., CORALES, MARJHORIE V.,
PEREN, JEWEL ALEC T., ZARA, ANTHONY V. Determining the impact of
Diversity Quotient and Skills Inclusion on the work performance of the selected
office employees within First Cavite Industrial Estate. Undergraduate Thesis.
Bachelor of Science in Office Administration. AISAT College Dasmariñas, City of
Dasmariñas, Cavite. July 2024. Adviser: Ms. Pearl N. Fabia
The study aimed to determine the impact of diversity quotient and skill inclusion
on the work performance of office employees at the First Cavite Industrial Estate (FCIE).
Previous research has demonstrated that diversity and inclusion initiatives can enhance
workplace performance, but it often lacked a comprehensive understanding of these
factors in industrial office settings. This limitation highlights the need for new research
that explores the various causes and interrelationships among demographic
characteristics, diversity quotient, and skill inclusion.
A sample of 100 office employees from diverse industrial companies at FCIE
participated in the research. Respondents provided demographic information, including
age, sex, length of service, educational attainment, ethnicity, mother tongue, region, and
religion, through survey questionnaires. The researchers analysed the data using
descriptive-correlational methods, including frequency and percentage, arithmetic and
weighted mean, one-way analysis of variance, independent T-test, and Pearson
correlation.
The findings revealed significant correlations between specific demographic
factors and the impact of diversity quotient and skill inclusion on work performance.
Notably, age, educational attainment, region, mother tongue, and religion demonstrated
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substantial variances in the effect of diversity quotient. Conversely, age, region, and
mother tongue displayed notable differences in the impact of skill inclusion. These results
emphasize the significance of considering demographic diversity in enhancing workplace
performance, highlighting the need for tailored diversity and inclusion strategies in
organizational settings.
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LIST OF TABLES
Pages
BIOGRAPHICAL DATA...............................................................................................iii
ACKNOWLEDGMENT................................................................................................ix
ABSTRACT....................................................................................................................xi
LIST OF TABLES........................................................................................................xiii
LIST OF FIGURES......................................................................................................xix
LIST OF APPENDICES...............................................................................................xx
INTRODUCTION...........................................................................................................1
Statement of the Problem......................................................................................4
Objectives of the Study..........................................................................................5
Hypothesis.............................................................................................................6
Theoretical Framework..........................................................................................7
Conceptual Framework..........................................................................................8
Significance of the Study.......................................................................................9
Time and Place of the Study................................................................................10
Scope and Limitation...........................................................................................10
Definition of Terms..............................................................................................11
REVIEW OF RELATED LITERATURE...................................................................13
Diversity Quotient...............................................................................................13
Diversity Quotient in Workplace.........................................................................14
Skills Inclusion....................................................................................................15
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Resiliency............................................................................................................16
Openness..............................................................................................................17
Values...................................................................................................................18
Bridging...............................................................................................................18
Flexibility.............................................................................................................19
Communication...................................................................................................20
Competence.........................................................................................................21
Reliability............................................................................................................22
METHODOLOGY........................................................................................................23
Research Design..................................................................................................23
Participants of the Study......................................................................................23
Sampling Technique............................................................................................24
Data Gathering Procedure...................................................................................25
Research Instrument............................................................................................26
Statistical Treatment of Data...............................................................................27
Ethical Considerations.........................................................................................30
RESULTS AND DISCUSSION....................................................................................31
Demographic profile of the respondents in terms of
Age, Sex, Length of Service, Educational Attainment,
Ethnicity, Mother Tongue, Region, and Religion................................................31
Significant difference in the impact of Diversity Quotient
in terms of Resiliency, Openness, Values, and Bridging
when grouped according to Demographic Profile...............................................51
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Significant difference in the impact of Skills Inclusion in terms
of Flexibility, Communication, Competence and Reliability
when grouped according to Demographic Profile...............................................67
Determine the correlation between Diversity Quotient in the
Organization and Skill Inclusion on Work Performance.....................................83
SUMMARY, CONCLUSION, AND RECOMMENDATION...................................84
Summary..............................................................................................................84
Conclusion...........................................................................................................87
Recommendations..............................................................................................88
REFERENCES..............................................................................................................94
APPENDICES..............................................................................................................103
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LIST OF TABLES
Tables Pages
1 Distribution of Respondents per selected Company in
First Cavite Industrial Estate...............................................................................24
2 The Four-Point Likert Scale for Diversity Quotient............................................26
3 The Four-point Likert Scale for Skills Inclusion.................................................27
4 Frequency Distribution of Demographic Profile.................................................31
5 Frequency Distribution of Profile variables
in terms of Age....................................................................................................31
6 Frequency distribution of profile variables
in terms of Sex.....................................................................................................32
7 Frequency distribution of profile variables
in terms of Length of Service..............................................................................32
8 Frequency distribution of profile variables
in terms of Educational Attainment.....................................................................33
9 Frequency distribution of profile variables
in terms of Ethnicity............................................................................................34
10 Frequency distribution of profile variables
in terms of Mother Tongue..................................................................................35
11 Frequency distribution of profile variables
in terms of Region...............................................................................................36
12 Frequency distribution of profile variables
in terms of Religion.............................................................................................37
13 Summary tables of the impact of Diversity Quotient
on Work Performance..........................................................................................38
14 Summary tables of the impact of Diversity Quotient on
Work Performance in terms of Resiliency...........................................................38
15 Summary tables of the impact of Diversity Quotient
on Work Performance in terms of Openness.......................................................40
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16 Summary tables of the impact of Diversity Quotient
on Work Performance in terms of Values............................................................41
17 Summary tables of the impact of Diversity Quotient
on Work Performance in terms of Bridging.......................................................43
18 Summary tables of the impact of Skills Inclusion
on Work Performance in terms of Flexibility......................................................44
19 Summary tables of the Impact of Skills Inclusion
on Work Performance in terms of Communication.............................................46
20 Summary tables of the impact of Skills Inclusion
on Work Performance in terms of Competence...................................................47
21 Summary tables of the impact of Skills Inclusion
on Work Performance in terms of Reliability......................................................49
22 Significant difference in the impact of Diversity Quotient
when grouped according to Age..........................................................................51
23 Significant difference in the impact of Diversity Quotient
when grouped according to Sex...........................................................................53
24 Significant difference in the impact of Diversity Quotient
when grouped according to Length of Service....................................................55
25 Significant difference in the impact of Diversity Quotient
when grouped according to Educational Attainment...........................................57
26 Significant difference in the impact of Diversity Quotient
when grouped according to Region.....................................................................59
27 Significant difference in the impact of Diversity Quotient
when grouped according to Mother Tongue........................................................61
28 Significant difference in the impact of Diversity Quotient
when grouped according to Ethnicity..................................................................63
29 Significant difference in the impact of Diversity Quotient
when grouped according to Religion...................................................................65
30 Significant difference in the impact of Skills Inclusion
when grouped according to Age..........................................................................67
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31 Significant difference in the impact of Skills Inclusion
when grouped according to Sex...........................................................................69
32 Significant difference in the impact of Skills Inclusion
when grouped according to Length of Service....................................................71
33 Significant difference in the impact of Skills Inclusion
when grouped according to Educational Attainment...........................................73
34 Significant difference in the impact of Skills Inclusion
when grouped according to Region.....................................................................75
35 Significant difference in the impact of Skills Inclusion
when grouped according to Mother Tongue........................................................77
36 Significant difference in the impact of Skills Inclusion
when grouped according to Ethnicity..................................................................79
37 Significant difference in the impact of Skills Inclusion
when grouped according to Religion...................................................................81
38 Significant relationship between the Diversity Quotient
in the Organization and Skills Inclusion on the
Work Performance of the Respondents...............................................................83
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LIST OF FIGURES
Tables Page
1 Conceptual Framework......................................................................................8
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LIST OF APPENDICES
Appendix Pages
1 Research Instrument..........................................................................................104
2 Request Letter for selected Companies
within First Cavite Industrial Estate..................................................................110
3 Request Letter to Conduct Survey.....................................................................111
4 Request Letter to the Respondents....................................................................112
5 Request Letter for Thesis Adviser.....................................................................113
6 Request Letter for Statistician...........................................................................114
7 Title Approval Sheet..........................................................................................115
8 Outline Approval Sheet......................................................................................116
9 Validation from Thesis Adviser.........................................................................117
10 Validation from Statistician...............................................................................118
11 Validation from English Critique.......................................................................119
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