chapters 1 3 partially complete

7/21/2019 Chapters 1 3 Partially Complete

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PHILIPPINE SCHOOL DOHA

S.Y. 2015-2016

The Perceived Efect o Livi!" A#ro$dTo%$rd& the '!o%(ed"e o St)de!t& o!

*i(i+i!o C)(t)re

,ro)+ - er/(

Yzer R. GutaySofa Marrielle B. Jusay

Thea G. PajePauline Phoebe S. Von Giese

Te$cher

Mr. Don John A. Vallesteros, MAT

Ch$+ter 1



THE POLE AND ITS SETTIN,I!trod)ctio!

Mi!ration is the seasonal "o#e"ent o$ ani"als $ro" one re!ion

to another. Mi!ration is a %heno"enon that in the so&iety to'ay, is not

only li"ite' to ani"als but to hu"ans as (ell. )t is also no( 'efne' as

to "o#e $ro" one &ountry or %la&e to li#e or (or* in another. May it be

$or e&ono"i& or other %ur%oses, %eo%le o$ten o%t to "o#e $ro" one

&ountry or lo&ality to another 'ue to #arious %ersonal reasons. Majorly,

%eo%le "o#e to "ore 'e#elo%e' &ountries in ho%es $or a better +uality

o$ li$e or in lay"ans ter"s, to earn "ore than (hat is !i#en in ones

ho"e &ountry. A si'e e-e&t o$ (or*in! abroa' is ha#in! to lea#e ones

$a"ily behin' (hi&h is (hy on&e stable, he or she tries to brin! his or

her $a"ily to li#e abroa' as (ell.

i#in! abroa' "eans that a %erson is not e/%ose' to the &ulture

or e#ery'ay li#in! o$ his or her ho"e &ountry. They are not able to

i""erse the"sel#es in a &ulture they shoul' be able to &all their o(n

'ue to the !lobalization that arises $ro" li#in! o#erseas an' bein!

surroun'e' by 'ozens u%on 'ozens o$ other ethni&ities an' their

res%e&ti#e &ultures an' tra'itions.

0or*in! an' "o#in! abroa' see"s to be a &ultural nor" $or

1ili%inos as a "ajor in&o"e sour&e o$ the &ountry is its 2#erseas

1ili%ino 0or*ers. So"e o$ these (or*ers ha#e brou!ht their $a"ily to

the &ountry they are (or*in! in an' raise' their &hil'ren in that

&ountry. So"e, shorter than others, (hile so"e &hil'ren (ere raise' all

their li#es in a &ountry $ar a(ay $ro" their ho"elan'. As the so&iety is



3

e#ol#in! into so"ethin! "ore $ast4%a&e' an' &onne&te' to ea&h other,

the youth are startin! to %lay a bi!!er role in the &o""unity (hi&h is

(hy it is essential that 1ili%ino &ulture re"ains roote' in the hearts o$

the youth.

The resear&hers (ill &on'u&t a stu'y 'eter"inin! the %er&ei#e'

e-e&ts o$ li#in! abroa' to(ar's the *no(le'!e o$ stu'ents on 1ili%ino

&ulture. The resear&hers ai" to fn' reliable results that it &oul' be

benef&ial to e#eryone an' the s&hool. The resear&hers (ill $o&us on

f!urin! out the e-e&ts an' use the results to "a*e learnin! a lot

better.

$c3"ro)!d o the St)d/5ulture is the share' &hara&teristi&s o$ a &ertain !rou% o$ %eo%le

an' it %lays a si!nif&ant %art o$ our li#es as it ser#es as the

&ornerstone $or our (ell4bein!. 5ulture %ro#i'es a $oun'ation $or

national unity an' "utual %atriotis", an' it is i"%ortant that ea&h

"e"ber o$ a &o""unity is (ell4in$or"e' o$ their o(n #alues, sy"bols,

lan!ua!e an' nor"s. 6o(e#er, $a&tors su&h as li#in! abroa' or

o#erseas "ay ne!ati#ely a-e&t the *no(le'!e o$ a %erson on &ulture.

Thus, resultin! to a 'e!ra'ation on &ultural i"%ortan&e an' a(areness.

7.A. 8i""er"ann 9:;<= states that it is an un'eniable $a&t that

&ulture &han!es $ro" ti"e to ti"e. This results to an inter&onne&tion o$

#alues, sy"bols, lan!ua!e an' nor"s (hi&h &an lea' to a 'i#erse an'

a rather &o"%li&ate' &ulture. This stu'y (as ins%ire' by the %re&e'in! resear&h re!ar'in! the

e-e&t o$ ha#in! to !ro( to a 'i-erent &ulture. The resear&hers (ere



>

"oti#ate' to &on&e%tualize a stu'y that (oul' *no( i$ li#in! abroa'

(oul' ha#e an e-e&t on the *no(le'!e o$ stu'ents on 1ili%ino &ulture.

St$te4e!t o the Pro#(e4

This stu'y (ill ai" to %ro#e that the 'uration o$ li#in! abroa' has

a 'ire&t e-e&t on the *no(le'!e o$ the stu'ent to(ar's 1ili%ino &ulture.

S%e&if&ally, this (ill ai" to ans(er the $ollo(in! +uestions?

;. 0hat are the reasons as to (hy ones $a"ily o%ts to li#e abroa'@

. 0hat are the e-e&ts o$ li#in! abroa' on a stu'ents *no(le'!e

on 1ili%ino &ulture@

3. Does 'uration a-e&t the out&o"e o$ the stu'y@

>. Does it beneft the so&iety@

H/+othe&i&

The lon!er the 'uration a stu'ent resi'es o#erseas, the lesser

hisher *no(le'!e to(ar's 1ili%ino &ulture.

Si"!ic$!ce o the St)d/



<

The sai' stu'y (ill be able to beneft "ainly the stu'ents, the

$a&ulty an' the 1ili%ino &o""unity o#erseas. The results o$ the stu'y

(ill 'eter"ine the &urrent *no(le'!e o$ o#erseas stu'ents on the

1ili%ino &ulture. 1urther"ore, the results (ill also %ro#i'e assistan&e in

%ro"otin! &ultural a(areness. Thus, this stu'y is &on'u&te' $or the

&on#enien&e o$ the (hole 1ili%ino &o""unity.

A. PSD *$c)(t/

This stu'y (ill be &arrie' out not only $or the stu'ents alone but

also $or the (ell4bein! o$ the (hole Phili%%ine S&hool Doha $a&ulty. The

results o$ the stu'y (ill ser#e as a basis $or a tea&hers lesson %lan.

The stu'y (ill hel% the $a&ulty ins%ire the stu'ents to be "in'$ul o$ the

1ili%ino &ulture. )n a''ition, the stu'y (ill nurture the $a&ultys %ri'e in

the 1ili%ino &ulture as (ell. As the se&on' %arents o$ the stu'ents, the

$a&ulty "ust set an e/a"%le $or the stu'ents. The stu'y (ill set the

stan'ar's that "ay be $ollo(e' by the tea&hers. This (ill %ro"ote an

o%en an' healthy relationshi% bet(een the $a&ulty an' stu'ents an'

(ill result to a healthier learnin! en#iron"ent.

. PSD St)de!t&

The resear&hers (ill &on'u&t the stu'y "ainly to beneft the

Phili%%ine S&hool Doha stu'ents. i#in! abroa' an' sharin! #arious

&ultures an' tra'itions (ith other nationalities, stu'ents "ay be



C

a-e&te' by the e-e&ts o$ &ross4&ulture. 0ith $resh "in's, a stu'ent

&an be easily inuen&e' by the &ulture that surroun's hi"her. The

e-e&ts o$ li#in! in this &on'ition &an be a threat to the &ultural

inheritan&e. By this stu'y, the resear&hers (ill 'eter"ine the e-e&t o$

li#in! abroa' on the *no(le'!e to(ar's 1ili%ino &ulture. This stu'y (ill

ai' the stu'ents to test their *no(le'!e on 1ili%ino &ulture. The results

(ill then ser#e as a !ui'eline to (hat ste%s a stu'ent "ust ta*e to not

'ri$t a(ay $ro" the 1ili%ino &ulture. Moreo#er, the stu'y (ill en&oura!e

%atriotis" as (ell as nationalis" a"on! the stu'ents.

C. *i(i+i!o Co44)!it/

)n this stu'y, the resear&hers are &onf'ent that this (ill beneft

the 1ili%ino &o""unity as a (hole. )t is %re'eter"ine' that the stu'y

&an hel% the 1ili%ino &o""unity in (ay that it (ill 'e#elo% the sense o$

&a"ara'erie a"on! its "e"bers. The stu'y (ill ser#e as a

&ornerstone o$ &ultural a(areness throu!hout the "e"bers o$ the

&o""unity. The stu'y (ill also "oti#ate #arious 1ili%ino or!anizations

to &arry out "ore %ro!ra"s an' e#ents to &ater the nee'e' &ultural

a(areness a"on! the &o""unity. As the en' result, the %ubli& (ill be

(ell4in$or"e' o$ the e-e&ts o$ li#in! abroa' on the stu'ents

*no(le'!e to(ar's 1ili%ino &ulture.



E

Sco+e $!d Li4it$tio!&

This stu'y (as &on'u&te' in or'er to 'eter"ine (hether li#in!

abroa' has an e-e&t on the *no(le'!e o$ these stu'ents on 1ili%ino

&ulture. The resear&hers ai" to $or"ulate a stu'y that (ill beneft not

only the PSD stu'ents an' $a&ulty, but also the 1ili%ino &o""unity.

Moreo#er, they ha' loo*e' into the resour&es that are ne&essary in this

resear&h su&h as the lo&ale an' the res%on'ents. The lo&ale o$ the

stu'y is at Doha, Fatar, %arti&ularly Phili%%ine S&hool Doha, sin&e the

res%on'ents o$ the stu'y are li"ite' to the lo&ale itsel$.

This stu'y is li"ite' to the a&&essibility o$ resour&es in the

resear&hers lo&ale. This re+uires the resear&hers to %ro#i'e a

+uestionnaire in or'er to !ather in$or"ation $or the stu'y.



Ch$+ter 2

E7IE8 O* ELATED LITEAT9E

This &ha%ter %resents the relate' literature $or ease o$

un'erstan'in! o$ this stu'y. )t (as 'i#i'e' into $our &ate!ories.

A. oo3&

Gu 9:;= state' that, 'es%ite the !ro(th, %roli$eration an'

'i#ersif&ation in !lobal hi!her e'u&ation, internationalization is not a

ne( %heno"enon $or uni#ersities. 6o(e#er, the s&o%e an' &o"%le/ity

o$ internationalization ha#e e/%an'e' an' 'ee%ene' at an

un%re&e'ente' %a&e o#er the %ast 'e&a'e, $uele' by %ro&esses o$

e&ono"i&, so&ial an' &ultural !lobalization an' lo&alization.

Pre%arin! to Stu'y Abroa'? earnin! to 5ross 5ultures 9:;3= is

'esi!ne' to hel% you %re%are $or your stu'y abroa' e/%erien&e so you

&an !et the "ost $ro" it, an' !ain &riti&al inter&ultural s*ills (hile

&rossin! &ultures. )t o-ers strate!ies $or learnin! about an' e/%lorin!

&ultural 'i-eren&es an' si"ilarities o$ the &ountry you (ill #isitH an'

a'#i&e about ho( to a&ti#ely obser#e an' %arti&i%ate in the li$e o$ the

lo&ality in (hi&h you (ill fn' yoursel$. Ia&h &ha%ter illustrates *ey



&on&e%ts throu!h the %ersonal a&&ounts o$ stu'ents (ho ha#e Kbeen

there, 'one that.L

Ro'ell 9::= %ro#i'es the best !eneral o#er#ie( to the Asian

ar&hi%ela!o an' to a %eo%le (ith &lose ties to the nite' States an' a

lon! history o$ e"i!ration an' &ontributions to this &ountry. The

#olu"e e"%hasizes ho( the stron! in'i!enous Phili%%ine &ulture

"eshes (ith &onstant inuen&es $ro" the 0est. Paul A. Ro'ell, a

s%e&ialist in Phili%%ine history an' so&iety, su%erbly e#o*es the brea'th

o$ the Phili%%ines $or stu'ents an' the !eneral %ubli&.

A&&or'in! to Na'al 9::= by e/a"inin! history, &ultural #alues,

inuen&es o$ &olonialis", &o""unity 'yna"i&s, an' interse&tions (ith

other i'entities, the rea'er (ill ha#e an o%%ortunity to un'erstan'

essential in$or"ation about this %o%ulation. Stu'ents (ill !ain

*no(le'!e an' a(areness about 1ili%ino A"eri&an i'entity an'

%ersonality 'e#elo%"ent, (hile %ra&titioners (ill learn &ulturally4

&o"%etent te&hni+ues to be&o"e better &ounselors, &lini&ians, an'

e'u&ators.

. $"$:i!e&

)t is &an be seen in Transitions Abroa' Ma!azine 9::= that, $or

stu'ents, a $orei!n settin! is "ore 'e"an'in!. They ha#e to

&o""uni&ate in a ne( lan!ua!e (hile fn'in! ne(, &ulturally

a%%ro%riate strate!ies to see* out intera&tions. 1or "any stu'ents it is



;:

'iO&ult to a&&e%t not bein! (ell %re%are' $or e#erythin! an' not bein!

able to rea' ahea',L so to s%ea*.

As state' in Stu'y Abroa'? More is Better, Ver!e Ma!azine

9:;=, &ost is a "ajor barrier $or "any stu'ents an' others &ite

&on&erns about !ra'uatin! on ti"e. 1or so"e stu'ents, an i"%e'i"ent

to stu'yin! abroa' "ay si"%ly be the la&* o$ a(areness, su%%ort or

o%%ortunities to hel% the" on the %ath. Resear&h has su!!este' that

not only are stu'ents (ho stu'y abroa' "ore li*ely to be&o"e

e"%loye' a$ter !ra'uatin!, their startin! salaries "ay be hi!her, as

(ell. But (hile stu'yin! abroa' is a lar!e %art o$ the uni#ersity

e/%erien&e in Iuro%e, North A"eri&an stu'ents see" to be la!!in!

behin' in su&h li$e4enri&hin! o%%ortunities.

6o( Stu'yin! or 0or*in! Abroa' Ma*es You S"arter, T)MI Ma!azine

9:;>= arti&le says that, Resear&h sho(s that e/%erien&e in other &ountries

"a*es us "ore e/ible, &reati#e, an' &o"%le/ thin*ers. 6o( 'oes

stu'yin! or (or*in! abroa' &han!e you@ You return (ith a %hoto albu"

$ull o$ "e"ories an' a suit&ase $ull o$ sou#enirs, sure. But you "ay

also &o"e ba&* $ro" your ti"e in another &ountry (ith an ability to

thin* "ore &o"%le/ly an' &reati#elyQan' you "ay be %ro$essionally

"ore su&&ess$ul as a result. These are the &on&lusions o$ a !ro(in!

bo'y o$ resear&h on the e-e&ts o$ stu'y4 an' (or*4abroa' e/%erien&es.

C. I!ter!et



;;

As (ritten in the arti&le o$ jar4u.(eebly.&o" 9:;=, no(a'ays,

1ili%inos are still easily inuen&e' by 'i-erent ra&es an' &ulture. I#en

(ithout the %resen&e o$ &olonization an' in#asion, 1ili%inos (ay o$ li$e

&an still be "ani%ulate'. This has been a%%arent as a result o$ to'ays

"o'ern li#in!. Be&ause o$ the !reat i"%a&t (ithin the real"s o$

"o'ern te&hnolo!y, %eo%le $ro" e#ery %art o$ the (orl' are hi!hly

&onne&te' $ro" one another.

As seen in the arti&le entitle' Di#ersity as a Pre$eren&e to 5ross4

&ultural Desi!n 9:;:= The stu'ents %re$eren&es $or 'i#ersity in the

assess"ent strate!ies, uses o$ te&hnolo!ies an' sele&tion o$ &ase

"aterials are ali!ne' (ith 6en'ersons 9;C= i'eas o$ inte!ratin!

"ulti%le (ays o$ tea&hin! an' learnin! that re+uire a !lobal

%ers%e&ti#e an' sensiti#ity to &ultural 'i-eren&es an' the nu"erous

(ays in (hi&h &ulture inuen&es learnin!L. Stu'ents %re$er to "aintain

a sense o$ &ontinuity by %reser#in! the &o"%onents o$ their o(n

&ulture o$ learnin!, but also (ant to en!a!e in a ne( &ultural (ay o$

learnin! an' thin*in! as %art o$ their !oal o$ learnin! in an

international &ourse. Di#ersity is the best solution to res%e&tin!

&ulturally 'i-erent (ays o$ learnin! an' ensurin! e+uity a"on! the

stu'ents.

)t &an be seen in i%e'r.&o" 9:;;= that, stu'ents e/%erien&e a

(i'e ran!e o$ e"otions on&e they lea#e ho"e to stu'y abroa'. )t is

i"%ortant $or %arents to un'erstan' (hat their &hil' is !oin! throu!h,



;

to be %atient an' su%%orti#e (hile their &hil' a'justs to the ne(

&ulture. 1orei!n stu'ents, just li*e any #isitors to a $orei!n &ountry,

"ust 'eal (ith &ultural 'i-eren&es an' "a*e a'just"ents.

The Benefts o$ Stu'y Abroa' 9:;<= $urther elaborate' that, the

frst lar!e4s&ale sur#ey to e/%lore the lon!4ter" i"%a&t o$ stu'y abroa'

on a stu'ents %ersonal, %ro$essional, an' a&a'e"i& li$e sho(s that

stu'y abroa' %ositi#ely an' une+ui#o&ally inuen&es the &areer %ath,

(orl'4#ie(, an' sel$4&onf'en&e o$ stu'ents.

)t is sai' in e/&han!es.state.!o# 9::= that, the 'e!ree o$

Ksho&*K 'e%en's on su&h $a&tors as len!th o$ stu'y abroa', e/ibility,

toleran&e $or a"bi!uity, 'e!ree o$ 'i-eren&e bet(een ho"e an' host

&ulture, %rior e/%erien&e abroa' an' his or her e/%e&tations. 5ulture

sho&* is a nor"al %art o$ stu'y abroa', an' it sho(s that your

'au!hter or son is e/%erien&in! the 'i-eren&es bet(een A"eri&an

&ulture an' that o$ the host &ountry.

D. e($ted St)die&

As seen in the stu'y &on'u&te' by 7an(ar et al. 9;:= entitle'

0hen Do the Measures o$ 7no(le'!e Measure 0hat 0e Thin* They Are

Measurin!@, in or'er to in#esti!ate the e-e&ts o$ *no(le'!e on

beha#ior, resear&hers ha#e use' a #ariety o$ "etho's to "easure

*no(le'!e. But, resear&h results on the &on#er!ent #ali'ity o$ these

"easures o$ *no(le'!e are e+ui#o&al. So"e resear&hers ha#e $oun' a



;3

si!nif&ant &orrelation bet(een "easure"ent "etho's su&h as sel$4

re%orts, $ree eli&itation, an' %a%er4an'4%en&il tests, (hile others ha#e

not. This stu'y atte"%ts to e/%lain the in&onsistent results. The results

su!!est that the &on#er!ent #ali'ity o$ the 'i-erent "easures "ay

'e%en' on (hat, an' ho( "u&h, &onsu"ers alrea'y *no( about a

*no(le'!e 'o"ain.

The stu'y &on'u&te' by 6arrison et al. 9:;;= entitle' The

)"%a&t o$ 5ultural )ntelli!en&e an' Psy&holo!i&al 6ar'iness on

6o"esi&*ness a"on! Stu'y Abroa' Stu'ents sai' that, &ultural

intelli!en&e 95F= &an be 'efne' as the ability to a'a%t su&&ess$ully

a&ross #arie' &ultures. )t &a%tures an in'i#i'uals &a%a&ity to !ather,

inter%ret an' a&t u%on 'i-erent &ues in or'er to $un&tion e-e&ti#ely

a&ross 'i-erent &ultures or in "ulti&ultural situations. )t is i"%ortant to

note that 5F is not "erely &o!niti#e un'erstan'in! about &ultural

'i-eren&es nor is it rele!ate' to uen&y in a $orei!n lan!ua!e. Rather,

it &onsists o$ three 'i"ensions in&lu'in! the e"otional"oti#ational

an' %hysi&al in a''ition to the &o!niti#e. There$ore, %eo%le (ith hi!h

&ultural intelli!en&e "a*e sense o$ ne( an' 'i-erent situations relate'

to &ultural 'i-eren&es an' they are "oti#ate' to a&t on the ne(

un'erstan'in! o$ &ues that they see an' e/%erien&e.

I/%an'in! 2%%ortunities by 2%enin! Your Min' Multi&ultural

In!a!e"ent Pre'i&ts Job Mar*et Su&&ess Throu!h on!itu'inal

)n&reases in )nte!rati#e 5o"%le/ity by Ma''u/ et al. 9:;>= state'



;>

that, a lon!itu'inal stu'y $oun' that the %sy&holo!i&al a%%roa&h

in'i#i'uals ta*e (hen i""erse' in a !eneral "ulti&ultural en#iron"ent

&an %re'i&t subse+uent &areer su&&ess. This stu'y 'e"onstrates that

e#en (hen in'i#i'uals are e/%ose' to the sa"e "ulti&ultural

en#iron"ent, it is their %sy&holo!i&al a%%roa&h an' en!a!e"ent (ith

'i-erent &ultures that 'eter"ines !ro(th in inte!rati#e &o"%le/ity an'

tan!ible in&reases in %ro$essional o%%ortunities.

E. e&e$rch P$r$di"4

The resear&hers ha#e a 'es&ri%ti#e ty%e o$ resear&h. )n this

stu'y, the resear&hers (ill try to 'is&o#er i$ li#in! o#erseas a-e&ts the

stu'ents *no(le'!e on 1ili%ino &ulture. To fn' the results, the

resear&hers (ill "a*e use o$ a +uestionnaire. The in'e%en'ent #ariable

Duration o$ Ti"e i#in!Abroa'

7no(le'!e o$ Stu'ents on1ili%ino 5ulture

I!de+e!de!t 7$ri$#(e De+e!de!t 7$ri$#(e



;<

in the stu'y (ill be the 'uration o$ ti"e a stu'ent s%en's li#in! abroa'.

The 'e%en'ent #ariable is the &urrent *no(le'!e o$ the stu'ent.

De!itio! o Ter4&

The resear&h 'efne' the $ollo(in! ter"s o%erationally an'

&on&e%tually $or better un'erstan'in! o$ the to%i& %resente'?

Abroad "eans in or to a $orei!n &ountry or &ountries.

Colonialism "eans the %oli&y or %ra&ti&e o$ a&+uirin! $ull or %artial

%oliti&al &ontrol o#er another &ountry, o&&u%yin! it (ith settlers, an'

e/%loitin! it e&ono"i&ally.

Community "eans a !rou% o$ %eo%le li#in! in the sa"e %la&e or

ha#in! a %arti&ular &hara&teristi& in &o""on.

Culture "eans the arts an' other "ani$estations o$ hu"an intelle&tual

a&hie#e"ent re!ar'e' &olle&ti#ely.

Diversity "eans un'erstan'in! that ea&h in'i#i'ual is uni+ue, an'

re&o!nizin! our in'i#i'ual 'i-eren&es.

Flexibility "eans (illin!ness to &han!e or &o"%ro"ise.

Foreign "eans situate' outsi'e a %la&e or &ountryH es%e&ially?

situate' outsi'e ones o(n &ountry.

Globalization "eans a %ro&ess o$ intera&tion an' inte!ration a"on!

the %eo%le, &o"%anies, an' !o#ern"ents o$ 'i-erent nations, a



;C

%ro&ess 'ri#en by international tra'e an' in#est"ent an' ai'e' by

in$or"ation te&hnolo!y.

Identity "eans the $a&t o$ bein! (ho or (hat a %erson or thin! is.

Infuence "eans the &a%a&ity to ha#e an e-e&t on the &hara&ter,

'e#elo%"ent, or beha#ior o$ so"eone or so"ethin!, or the e-e&t itsel$.

Knowledge "eans $a&ts, in$or"ation, an' s*ills a&+uire' by a %erson

throu!h e/%erien&e or e'u&ationH the theoreti&al or %ra&ti&al

un'erstan'in! o$ a subje&t.

Localization "eans the a'a%tation o$ a %ro'u&t or ser#i&e to "eet the

nee's o$ a %arti&ular lan!ua!e, &ulture or 'esire' %o%ulations Kloo*4

an'4$eel.K

Poulation "eans a %arti&ular se&tion, !rou%, or ty%e o$ %eo%le or

ani"als li#in! in an area or &ountry.

Ch$+ter ;

ETHODOLO,Y

A.e&e$rch De&i"!

This resear&h stu'y (ill use a 'es&ri%ti#e resear&h 'esi!n. This is to

a&&u"ulate nee'e' 'ata to su%%ort the hy%othesis set by the

resear&hers. The resear&hers belie#e that this ty%e o$ resear&h 'esi!n



;E

re+uires &olle&tin! an' analyzin! o$ 'ata. The resear&her 'esi!n (ill

'e%i&t the %arti&i%ants in an a&&urate (ay. The #ariables to be

&olle&te' (ill !reatly a-e&t the result o$ the 'ata, (hi&h is i"%ortant in

&reatin! a &on&lusion.

.Po+)($tio!

The stu'y that (ill be &on'u&te' in#ol#es the resear&hers, &hosen

stu'ents an' the $a&ulty. The $a&ulty (ill !i#e out #aluable *no(le'!e

an' in$or"ation to $urther i"%ro#e the resear&hers ability in

&on'u&tin! the stu'y. The tar!et %o%ulation is the stu'ents as they (ill

be the "ain benef&iaries o$ the stu'y. Sele&te' stu'ents (ill be &hosen

as res%on'ents to the resear&hers +uestionnaire. The stu'ents (ill

ser#e an i"%ortant role in the su&&ess o$ the stu'y as they (ill %ro#i'e

the &riti&al in$or"ation (hi&h (ill be use' in obtainin! the results o$

the sai' stu'y.

C.<)e&tio!!$ire 7$(id$tio!

The 'ata !atherin! tool that the resear&hers ha#e &hosen are

+uestionnaires. Fuestionnaires that are use' in e#ery stu'y are

#ali'ate' hen&e the resear&hers ha#e see* assistan&e $ro" Ms.

Monalisa P. 5ayato&, MAG, their #alues tea&her, Mr. Julius A. Reyes,



;

MAI'., their So&ial Stu'ies tea&her, an' their hi!h s&hool !ui'an&e

&ounselor, Ms. Pristine P. Pas&asio, MAI'., in or'er $or the" to *no( i$

the tool use' &oul' "easure 'ata.

D.Loc$(e o the St)d/

The stu'y (ill ta*e %la&e in the (ealthiest &ountry in the (orl',

Fatar. 0ithin the &ountry, the stu'y (ill ta*e %la&e in PSD. The

resear&hers sele&te' the %la&e $or the reason that the &hosen

res%on'ents &an be lo&ate' in the sai' #enue. The i'entife' lo&ale o$

the stu'y is also &onsi'ere' to be a'#anta!eous as the resear&hers

s%en' "ost o$ their ti"e in the sai' settin!.

Sour&e? htt%s?"a%s.!oo!le.&o""a%s@out%ut&lassi&'!br(

D$t$ ,$theri!"

The 'ata !atherin! to be 'one by the resear&hers (oul' be throu!h

the use o$ a +uestionnaire. Fuestionnaires are $re+uently use' in or'er

to !ain the in$or"ation nee'e' $ro" the res%on'ents. The

https://maps.google.com/maps?output=classic&dg=brw

https://maps.google.com/maps?output=classic&dg=brw



;

+uestionnaire %re%are' by the resear&hers &onsists o$ +uestions that

are relate' to the stu'y. The 'ata !athere' (ill be &o"in! $ro" the

res%on'ents (hi&h are the hi!h s&hool stu'ents o$ Phili%%ine S&hool

Doha. The res%on'ents o$ this stu'y (ere &hosen ran'o"ly (hose

a!es (oul' ran!e $ro" ; to ;C years ol'.

St$ti&tic$( Tre$t4e!t

The 0ei!hte' A#era!e Mean 90AM= (ill be utilize' in "easurin!

the &hosen #ariables. )n this %ro&ess, ea&h +uantity to be a#era!e' is

assi!ne' a (ei!ht. )t is use' (hen a !rou% o$ ite"s %resent in the

stu'y has a $re+uen&y asso&iate' (ith it. )n these ty%es o$ situations,

usin! a (ei!hte' a#era!e &an be easier than the tra'itional "etho' o$

a''in! u% ea&h in'i#i'ual #alue an' 'i#i'in! by the total. As state' in

business'i&tionary.&o" 9:;<=, (ei!hte' a#era!es are use'

e/tensi#ely in 'es&ri%ti#e statisti&al analysis. This 'eter"ines that the

0AM is a%%ro%riate an' eO&ient in &on'u&tin! this 'es&ri%ti#e

resear&h stu'y.

E. e&e$rch <)e&tio!!$ire

A. Per&o!$( I!or4$tio!

http://www.businessdictionary.com/definition/statistical-analysis.html

http://www.businessdictionary.com/definition/statistical-analysis.html



:

;. Na"e9o%tional=? . Gen'er? Male 1e"ale3. Nationality? 1ili%ino 2thers. Please s%e&i$y >. A!e bra&*et? ;;4; years ol' ;34;> years ol'

;<4;C years ol' ;E years ol' an' abo#e

<. 6o( lon! ha#e you been stu'yin! abroa'@ C "onths an' belo( ;43 years >4C years E years an' abo#e

. The *i(i+i!o C)(t)re

The test is "a'e u% o$ < state"ents that 'es&ribe the as%e&ts

o$ the 1ili%ino &ulture. A$ter ea&h state"ent, &he&* the bo/ that best

in'i&ates your a!ree"ent or 'isa!ree"ent (ith the as%e&t. Please

!i#e your honest res%onse.

; U stron!ly 'isa!ree U 'isa!ree 3 U sli!htly a!ree > U a!ree < U

stron!ly a!ree; 3 > <

Value 1or"ation;. ) %ra&ti&e sayin! po an' opo

(hene#er ) tal* to the el'ersor %eo%le o$ authority.

. ) obser#e the 1ili%ino &usto"o$ mano.

3. ) a" &o"%assionate, *in' an'!enerous to(ar's "y %eers

an' to other %eo%le.>. ) re!ar' reli!ion as thehi!hest as%e&t o$ "y li$e as )%ray at ti"es that are nee'e'9be$ore an' a$ter "eals,be$ore slee%in!, u%on (a*in!u%, et&.= an' ) stri#e to $ollo(reli!ious %ra&ti&es.

<. ) %ra&ti&e hos%itality in "ye#ery'ay li$e by bein!(el&o"in! an' a&&e%tin! o$

!uests.C. ) obser#e bayanihan bye/ten'in! a hel%in! han'(ithout e/%e&tin! anyre"uneration.

E. ) sy"%athize (ith %eo%le (holost their lo#e' ones an' !i#e"onetary 'onations i$



;

%ossible as a (ay o$ u%li$tin!the damayan system.

. ) ha#e an i""ense $eelin! o$obli!ation to re%ay so"eone(ho e/ten'e' assistan&e to

"e, in an un'eter"ine' ti"ean' in (hate#er (ay.

. ) !i#e the hi!hest i"%ortan&eto $a"ily abo#e other thin!s.

;:. ) a" able to a'just tothe nor"s o$ other !rou%s toattain a s"ooth an'har"onious relationshi%.

1ili%ino Sy"bols;. ) &an i'enti$y the as%e&ts o$

the Phili%%ine a!, its

i"%ortan&e, an' itsre%resentations.

. ) sto% an' stan' ere&t to sho(re#eren&e u%on hearin! theLupang Hinirang %layin!.

3. ) a%%re&iate the &ultural #alueo$ the (or*s o$ the Phili%%ine6eroes 9e.!. Rizal, Boni$a&io,una, et&.=

>. ) %ra&ti&e (earin! thenational 'ress 9Baron!

Ta!alo! or Barot Saya=(hene#er a%%ro%riate.

<. ) a" a(are o$ the national%lants an' ani"als o$ thePhili%%ines an' its &on'itionsHan' ) $ully su%%ort its (el$arean' its %reser#ation.

an!ua!e;. ) a" &ons&ious o$ the

lan!ua!e !rou%s in thePhili%%ines an' is uent inone or "ore o$ the".

. ) a" *no(le'!eable o$ thebo'y lan!ua!e 1ili%inos use in!reetin! other %eo%le.

3. ) &an un'erstan' (i'ely4use'1ili%ino street slan!s.

>. ) use &o""on 1ili%ino %hrases



in "y &on#ersations 'aily.<. ) &an 'istin!uish the ter"

Filipino $ro" the ter"Tagalog.

Ty%es o$ Nor"s

;. ) belie#e that not li#in! u% tothe a&&e%te' stan'ar's o$beha#iour brin!s sha"e notonly to "e, but also to "y$a"ily.

. ) a" !reatly inuen&e' byhiya in "a*in! 'e&isions an'un'erta*in! the".

3. ) use a&a'e"i&, %ro$essional,or honorif& titles (ith thesurna"e (hen &on#ersin! to

another %erson unless%ro"%te' to use their frstna"e or ni&*na"e.

>. ) ne#er $or!et sen' pasalubong to "y relati#es inthe Phili%%ines.

<. ) al(ays try to loo* 'e&ent,reli!ious an' %ious to"aintain a !oo' re%utationa"on! "y &ir&le o$ $rien's.

Th$!3 /o) ver/ 4)ch or /o)r ti4e=

chapters 1 3 partially complete

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