Psychological Barriers and its Impact on the
Learning Efficiency of Grade 12 STEM-Jade
Students of San Luis Senior High School
Authors:
Nomer M. Mirano
George Ivy C. German
Jason M. Belmonte
John Jeffrey M. Mirano
Contents:
Part 1..........................................Research Background
Part 2..........................................Research Question
Part 3..........................................Methodology
Part 4..........................................Results
Part 1: Research Background
Introduction
Part 2: Research Questions
Research Questions:
This study focuses on determining the impact of psychological barriers to the learning efficiency of Grade 12 STEM students
of San Luis Senior High School, during the School Year 2021-2022.
In particular, this study aims to answer the following questions:
1. What is the extent of impact of the psychological barriers to the learning efficiency of the students as assessed
by the students themselves in terms of:
1.1 Emotional Barriers;
1.2 Motivational Barriers; and;
1.3 Learning Disabilities?
2. What is the extent of impact of the psychological barriers to the learning efficiency of the students as assessed
by the parents in the above-mentioned categories?
3. Is there a significant difference between the assessments of the two groups of respondents?
4. What program may be recommended to enhance their learning efficiency in this time of pandemic?
Part 3: Methodology
Methodology:
Research Respondents of
Descriptive
Design The Study
41 Grade 12 STEM-
Jade students and
Researcher-made their parents, 41, were
questionnaire was Research the respondents of
used as the data Instrument the study chosen
gathering tool. through purposive
sampling.
Part 4: Results
Extent of Impact of the Psychological Barriers to the Learning Efficiency of
the Students as Assessed by the Students Themselves
Indicators WM
VI R
1. Able to minimize the negative impact of anxiety on 2.76 ME 2
their math problem solving.
2. Enhance critical thinking in evaluating arguments. 2.71 ME 3
Emotional 3. Build collaborative relationship with students based 2.83 ME 1
Barriers on trust and mutual respect.
4. Feel enjoyable and challenging in learning concepts. 2.66 ME 5
5. Participate in class discussion actively. 2.68 ME 4
Average Weighted Mean 2.73 ME
Extent of Impact of the Psychological Barriers to the Learning Efficiency of
the Students as Assessed by the Students Themselves
Indicators WM VI R
1. Show confidence to fully immerse them in a new 2.76 ME 5
learning environment.
2. Feel overwhelmed by the idea of getting started. 3.07 ME 1
Motivational
3. Attain passing scores in examination. 2.85 ME 3
Barriers
4. Set individual goals and outline the steps required to 3 ME 2
reach those goals.
5. Focus on studying even when something attracts my 2.83 ME 4
attention.
Average Weighted Mean 2.90 ME
Extent of Impact of the Psychological Barriers to the Learning Efficiency of the
Students as Assessed by the Students Themselves
Indicators WM VI R
1. Show holistic thinking styles and encouragement to 2.93 ME 3.5
produce original and exceptional work.
2. Reach out to teachers or fellow students for queries and 2.85 ME 5
clarification.
Learning
Disabilities 3. Capable to perceive and remember visual images 3.07 ME 1
accurately.
4. Put effort in learning creatively. 2.93 ME 3.5
5. Able to distinguish or separate the sounds of spoken 3 ME 2
words.
Average Weighted Mean 2.96 ME
Extent of Impact of the Psychological Barriers to the Learning Efficiency of
the Students as Assessed by the Parents
Indicators WM
VI R
1. Able to minimize the negative impact of anxiety on 2.80 ME 2
their math problem solving.
2. Enhance critical thinking in evaluating arguments. 2.63 ME 4
Emotional 3. Build collaborative relationship with students based 2.85 ME 1
Barriers
on trust and mutual respect.
4. Feel enjoyable and challenging in learning concepts. 2.51 ME 5
5. Participate in class discussion actively. 2.71 ME 3
Average Weighted Mean 2.70 ME
Extent of Impact of the Psychological Barriers to the Learning Efficiency of
the Students as Assessed by the Parents
Indicators WM VI R
1. Show confidence to fully immerse them in a new 2.76 ME 3
learning environment.
2. Feel overwhelmed by the idea of getting started. 2.95 ME 2
Motivational
3.Attain passing scores in examination. 2.73 ME 4
Barriers
4. Set individual goals and outline the steps required to 3.02 ME 1
reach those goals.
5. Focus on studying even when something attracts my 2.71 ME 5
attention.
Average Weighted Mean 2.83 ME
Extent of Impact of the Psychological Barriers to the Learning Efficiency of
the Students as Assessed by the Parents
Indicators WM VI R
1. Show holistic thinking styles and encouragement to 2.88 ME 3
produce original and exceptional work.
1. Reach out to teachers or fellow students for queries 2.83 ME 4
and clarification.
Learning
Disabilities 1. Capable to perceive and remember visual images 2.90 ME 2
accurately.
1. Put effort in learning creatively. 2.66 ME 5
1. Able to distinguish or separate the sounds of spoken 2.95 ME 1
words.
Average Weighted Mean 2.84 ME
Difference on the Assessments of the Respondents on
the Extent of Impact of the Psychological Barriers to the
Learning Efficiency of the Students
Variables AVM Df Ct Cv Interpretation Decision
Students 2.86
Has no
5 0.89075 2.015 significant Accept the Ho
difference
Parents 2.79
Conclusion
Conclusion
Based on the findings revealed in the study, the following conclusions were
drawn:
1. The STEM students performed to a moderate extent as they assessed the
student’semotional barriers, motivational barriers, and learning disabilities learned by
themselves.
2. The STEM students performed to a moderate extent as they assessed the student's
emotional barriers, motivational barriers, and learning disabilities learned by the parents.
3. There was no significant difference in the assessment of the two groups of respondents
on the psychological barriers and its impact on the learning efficiency of the students of
STEM-Jade in San Luis Senior High School.
RECOMMENDATIO
NS
RECOMMENDATIO
NS
From the findings revealed and conclusions drawn in the study, the following recommendations are offered.
1. Students should develop learning styles that will help increase their learning efficiency on their
subject taken in this time of pandemic.
2. Parents should engage with their children and provide effective and timely feedback on their
finished school work.
3. The teachers should prepare online activities that may boost learners interest on the subject to
increase the learning efficiency of the STEM students.
4. The proposed enhancement plan of activities should be made known for the modification and
careful study of the school administration before the actual
implementation.
5. A follow up study should be carried out to determine the psychological barriers and its impact on
the learning efficiency of the students of STEM-Jade in San Luis Senior High School.
ACTION PLAN
Proposed Program of Activities for Psychological Barriers and
its Impact to the Learning Efficiency of the Students of STEM
12-Jade in San Luis Senior High School
Areas of Concern Objectives Strategies Persons Time Expected
Involved Frame Output
Academic Improve the learning -Improving your focus, avoiding -Principal Year Attained a
Performance of efficiency of STEM cram sessions, and structuring -Teachers Round higher level of
Learners student despite of your study time. - Students learning
efficiency and
● Emotional Barriers - Watching imformative videos, minimized the
news, and reading articles. impact of
● Motivational Barriers psychological
- Use relational learning, which barriers of the
● Learning Disabilities involves relating new students in this
information to things that you time of
already know. pandemic.
Proposed Program of Activities for Psychological Barriers and
its Impact to the Learning Efficiency of the Students of STEM
12-Jade in San Luis Senior High School
Variations on Provides clear -Be observant ad -Parents Year Performance of the
the Teaching information on how consult students oh now -Students Round parents are
Skills to enhance the they are coping in doing -Teachers developed
learning efficiency their task. -School Staff
of the students.
-Help them create and
stick to a daily study
habit in an environment
as free from distractions
as possible.
-. Ask them to share
their findings with you.
THANK YOU!!!!
