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Urdaneta City University

CORRELATES OF RESULT-BASED LEARNING COMPETENCIES
KATHERINE M. GEVERO

This study focused on the correlates of the result-based learning competencies.
Specifically, it looked into the profile of the respondent-student with respect to sex, monthly
family income, highest educational attainment of parents, and occupation of parents, GPA for
2nd grading, personality type, attitude towards learning, study habits, learning environment and
teachers’ influence.
Further, it determined the level of result-based learning competencies of the respondent-
students in using tools interactively, interacting heterogeneously and acting autonomously. It
also determined whether or not there existed significant difference in the levels of result-based
learning competencies of the respondent-students across the profile variables.
Furthermore, it determined whether or not there are significant relationships between
the levels of result-based learning competencies of the respondent-students in the different
areas, and their profile variables. Multiple correlations and the regression equation were
determined.
The findings indicate that majority of the respondents are females. One third of the
respondents belong to families with income of P5, 000-10,000. Half of them have parents who
are college graduate of which father’s occupation (45.3%) belongs to a technical category
of work and 65.5% of them with mother’s occupation belong to a menial work. Six-tenth of
them has a grade point average ranging from 90-94.99 and has Type B+ personality. The
attitude towards learning is “very positive” and has moderately satisfactory level with regards to
their study habits. The grand overall weighted mean for the learning competency “using tools
interactively” is 4.191 (competent). For interacting the heterogeneous groups the OWM is 4.302
equivalent to “very competent” and for “acting autonomously”, the OWM is 4.208 equivalent to
“very competent”.
A significant differences is noted in the learning competencies across the variable
sex with t=4.084 significant at .000. A significant differences are also noted in the learning
competencies across the variables, “attitude towards learning” with f-value of 64.196 significant
at 0.000, “study habits” with f=27.288 significant at 0.000, and “teachers’ influence” with
f=30.944 significant at 0.000.
Based on the findings, the following conclusions were derived: Students whose parents
are college graduate and have a technical category of work tend to have a strong personality,
have a very positive attitude toward learning. The respondent-students are “very competent”
in dealing with the different learning competencies which indicate that they can cope up with
learning situation even outside school. Further, the attitude toward learning and the study habits
of an individual are associated to the level of competence along the different areas of learning.
The attitude toward learning, study habits, learning environment and teachers’ influence are

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