Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
ii

Chapter 4

Presentation, Analysis, and Interpretation of Data

Sub – Problem No 1. What is the demographic profile of the

3rd year and 4th year students of EARIST Cavite Campus in

terms of:

1.1 Age

Table 1

The demographic profile of respondents in terms of age

AGE (IN YEARS) FREQUENCY PERCENTAGE

27 - ABOVE 1 1.00
24 - 26 6 6.00
21 - 23 72 72.00
18 - 20 21 21.00
TOTAL 100 100.00

Table 1 presents the demographic profile of respondents

based on their age. The largest group of respondents falls

within the age range of 21 to 23 years, accounting for 72% of

the total sample. This is followed by the 18 to 20 years age

group, which represents 21% of the respondents. A smaller

portion of the sample, 6%, is composed of individuals aged 24

to 26 years. Only 1% of the respondents are 27 years old or

older. Overall, the data indicates that the majority of the

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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respondents are in the 21 to 23 age range, highlighting a

predominantly younger demographic.

This data shows that the majority of the respondents are

in the 21 year old to 23 year old age group and the least

number of respondents is in the 27 year old age group. This

implies that at this age, individuals are likely to be more

self-aware and independent which may positively influence

their age group ability to contribute effectively in group

activities. This age group are likely to have gained more

exposure to group projects, internships, and other

collaborative academic and extracurricular activities. These

experiences may have contributed to a more developed sense of

self-awareness, as well as refined teamwork skills.

Carbajal (2023) investigates the role of self-awareness

in enhancing teamwork dynamics within younger populations,

particularly college students engaged in group activities. In

modern educational settings, group work has become a critical

component of learning, and the study highlights how self-

awareness can serve as the foundation for effective

collaboration. Carbajal's research centers on college

students between the ages of 18-24, a group typically seen in

group-based activities like projects, presentations, and

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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collaborative assignments. This age group is at a critical

developmental stage, where self-awareness is being shaped by

various social and educational experiences. The study found

that younger students, particularly those in their final

years of college, demonstrated higher levels of self-

awareness, which translated into better teamwork performance.

1.2 Gender

Table 2

The demographic profile of respondents in terms of gender

GENDER FREQUENCY PERCENTAGE
Male 48 48.00
Female 52 52.00
TOTAL 100 100.00

Table 2 displays the demographic profile of respondents

in terms of gender. Out of the total sample, 52% of the

respondents are female, while 48% are male. The distribution

shows a slightly higher representation of female respondents

compared to male respondents, with the gender composition

being nearly balanced.

A significant portion of the respondents are female

(52%), suggesting that female could demonstrate stronger

self-awareness, potentially leading to more effective

participation in teamwork settings. This slight majority of

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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female participants may also influence the overall findings

of the study, as their experiences and perspectives could

shape how self-awareness and teamwork are understood within

the group activities.

Candelaria (2022) explores the critical role that gender

plays in the development of self-awareness and teamwork

skills among college students. The study, conducted in a

university setting, focuses on understanding how both male

and female students approach group activities, and how self-

awareness influences their contributions to teamwork. Notably,

the study finds a slightly higher representation of female

respondents, though the gender composition is nearly balanced.

1.3 Course and Year Level

Table 3

The demographic profile of respondents in terms of course and

year level
YEAR LEVEL FREQUENCY PERCENTAGE
4th Year 55 55.00
3rd Year 45 45.00
TOTAL 100 100.00

Table 3 provides the demographic profile of respondents

based on their course year level. 55% of the respondents are

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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in their 4th year, while the remaining 45% are 3rd-year

students.

This indicated that 55% of the respondents are 4th-year

students, while 45% are 3rd-year students. This unequal

distribution reflects the larger population of 4th-year

students (601) compared to 3rd-year students (487), which is

why the sample was not divided equally. By using proportional

sampling, the study ensures that both groups are fairly

represented according to their actual size. This approach

helps provide a more accurate and realistic analysis of self-

awareness and teamwork among college students, as it

considers the natural variation in population between the two

year levels.

Centeno & Fernandez (2020) examine the development of

self-awareness and teamwork skills among college students,

with a specific emphasis on those in their final year of

study. The research focuses on understanding how self-

awareness and collaborative abilities are influenced by

academic progression, finding that the majority of

respondents are in their fourth year rather than the third

year. This aligns with the notion that students nearing

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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graduation face higher expectations in group tasks, where

self-awareness plays a crucial role.

1.4 Ordinal Position

Table 4

The demographic profile of respondents in terms of ordinal

position
ORDINAL POSITION FREQUENCY PERCENTAGE
5th Born 6 6.00
4th Born 15 15.00
3rd Born 32 32.00
2nd Born 27 27.00
1st Born 20 20.00
TOTAL 100 100.00

Table 4 presents the demographic profile of respondents

according to their ordinal position in the family. The

largest group, representing 32% of the respondents, consists

of individuals who are 3rd born in their families. This is

followed by 2nd-born individuals, who account for 27%, and

1st-born individuals, who make up 20% of the respondents.

Those who are 4th-born represent 15% of the sample, while the

smallest group, comprising 6%, consists of 5th-born

respondents.

This distribution shows a diverse mix of ordinal

positions among the participants, with a notable

concentration in the middle birth order. This diverse mix of

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
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birth orders suggests varying dynamics in how individuals

might develop self-awareness and teamwork skills, as birth

order is often linked to differences in personality and

behavior. Middle-born individuals, who are the largest group,

might be more adaptable and cooperative in group settings,

while first-borns may take on leadership roles. These

differences should be considered in designing the

intervention program, ensuring it addresses the unique needs

and strengths associated with different ordinal positions.

Tesoro (2020) study draws on psychological theories

suggesting that birth order plays a significant role in

personality development, which directly impacts self-

awareness. The study found that first-born students generally

displayed higher levels of leadership and organizational

skills, a trait linked to their self-awareness. Being

accustomed to taking responsibility within the family, they

often translate these skills into group settings, assuming

leadership roles and guiding teamwork dynamics. In contrast,

middle-born students, who are often considered more adaptive

and diplomatic, exhibited heightened awareness of group

dynamics. They were found to be more reflective about their

contributions and often acted as mediators in resolving

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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conflicts within the team. Their self-awareness manifested in

their ability to balance different group members' opinions

and foster cooperation. Lastly, the study noted that last-

born students tend to bring creativity and energy to group

activities. While they may not always take leadership roles,

their self-awareness often involves understanding how their

unique perspectives can contribute to the group's overall

success. Tesoro points out that last-born students are more

likely to think outside the box, offering creative solutions

to group challenges.

1.5 Family Income

Table 5

The demographic profile of respondents in terms of family

income
FAMILY INCOME (IN PESOS) FREQUENCY PERCENTAGE
40,001 - 76,000 13 13.00
20,001 – 40,000 52 52.00
10,001 – 20,000 27 27.00
10, 000 and below 8 8.00
TOTAL 100 100.00

Table 5 illustrates the demographic profile of

respondents based on their family income. The majority of

respondents, 52%, have a family income ranging from ₱20,001

to ₱40,000. Following this, 27% of the respondents report a

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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family income between ₱10,001 and ₱20,000. A smaller portion,

13%, have a family income in the ₱40,001 to ₱76,000 range,

while the lowest income bracket of ₱10,000 and below accounts

for 8% of the respondents. This data shows that most

respondents come from families with moderate income levels,

while a smaller portion comes from higher or lower income

brackets. Specifically, The findings indicate that a majority

of respondents (52%) come from families with a moderate

income level of ₱20,001 to ₱40,000, while a significant

portion (27%) falls within the lower income bracket of

₱10,001 to ₱20,000. This suggests that many participants may

face financial constraints that could impact their access to

resources, opportunities for personal development, and

involvement in extracurricular activities, including teamwork

initiatives. The presence of a smaller percentage of

respondents from higher income families (13%) and a minimal

representation from the lowest income bracket (8%) highlights

a diverse socioeconomic background among participants.

Estrobo, Laolao, Monte De Ramos, and Quidet (2019)

highlights the crucial role of teamwork in educational

institutions, particularly in private Catholic colleges,

where values like service and community are central. Despite

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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generally effective teamwork among faculty and staff,

challenges such as unclear communication and role ambiguity

persist, impacting collaboration and the overall educational

environment. While participants expressed alignment with the

college's values, the study identified the need for improved

communication and structured team roles. It is suggested that

students from higher-income backgrounds may have better

access to resources that foster self-awareness and teamwork,

while those from lower-income families may face obstacles

that limit their participation in collaborative activities.

Addressing these socioeconomic disparities could enhance

teamwork practices, leading to a more inclusive and effective

educational experience.

Sub – Problem No 2. How do the respondents assess their

self-awareness in terms of:

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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2.1 Open Area

Table 6

The assessment of respondents to their self-awareness in

terms of open area
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I openly share my intentions and 3.81 Agree 5
motivations with others during
interactions
2. I actively engage in self- 3.88 Agree 2
reflection and share insights
about my thoughts and behavior
with others.
3. I am conscious of how others 3.83 Agree 4
perceive my actions and behavior
in social situations.
4. I openly volunteer for task when 4.00 Agree 1
I am confident in my ability to
complete them.
5. I openly express my thoughts and 3.84 Agree 3
opinions, even when they differ
from the views of the group.
GENERAL WEIGHTED MEAN 3.87 AGREE
Legend:
4.20 – 5.00 Strongly Agree (SA)
3.40 – 4.19 Agree (A)

Table 6 presents the assessment of respondents' self-

awareness in terms of the open area, which focuses on their

ability to share openly and engage in self-reflection. The

highest-rated indicator is the willingness to volunteer for

tasks when respondents feel confident in their ability to

complete them, with a weighted mean of 4.00, indicating a

strong agreement. Following this, the active engagement in

self-reflection and sharing insights about one's thoughts and

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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behavior holds a weighted mean of 3.88, ranking second.

Respondents also agree, with a weighted mean of 3.84, that

they express their thoughts and opinions openly, even when

differing from group views. Consciousness of how others

perceive their actions ranks fourth, with a weighted mean of

3.83. Lastly, openly sharing intentions and motivations with

others during interactions ranks fifth, with a weighted mean

of 3.81. The general weighted mean of 3.87 signifies that

respondents generally agree with their level of self-

awareness in terms of the open area.

The data on respondents' self-awareness in the open area

implies that while college students generally demonstrate a

strong level of self-awareness, particularly when they feel

confident in their abilities, there is some variability in

how openly they share personal intentions and motivations.

The high ranking of indicators like volunteering for tasks

and engaging in self-reflection suggests that these students

are comfortable with actions and behaviors that are within

their control or well-considered. However, the lower ranking

of sharing personal intentions indicates that there may be a

hesitation to fully disclose internal motivations in social

or group settings, possibly due to a desire for privacy or

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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uncertainty about how others may perceive them. This insight

could inform intervention programs that focus on building

students' confidence in expressing their inner thoughts and

intentions more openly, fostering deeper trust and

transparency in group dynamics.

Tesoro (2020) discusses the important transition from

high school to college, highlighting the challenges that

students face. Their ability to handle these challenges often

depends on their self-awareness, which includes recognizing

their strengths, weaknesses, emotions, and motivations. This

self-awareness fosters adaptability, helping them succeed in

the new college environment. The concept of the "open area"

in self-awareness, which represents what individuals and

others know about them, is particularly relevant here. Many

students start college with a limited open area, meaning they

lack a clear understanding of their own abilities and needs.

This makes it harder for them to navigate academic pressures

and social situations. By increasing their self-awareness and

expanding their open area, students can better adapt to the

demands of college life, leading to improved resilience and

success.
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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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2.2 Hidden

Table 7

The assessment of respondents to their self-awareness in

terms of hidden
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I am open to sharing my fears and 3.68 Agree 5
insecurities in a supportive
environment.
2. I am becoming more open to sharing 4.00 Agree 1
past experiences that contribute
to my growth.
3. I sometimes surprise others by 3.70 Agree 3.5
sharing the true reasons behind my
actions.
4. I am working on expressing my 3.92 Agree 2
emotions and thoughts openly.
5. I recognize the value of 3.70 Agree 3.5
expressing my true opinions to
build strong team relationships.
GENERAL WEIGHTED MEAN 3.80 AGREE

Table 7 shows the The data shows that respondents

generally agree with statements related to openness and self-

expression in a supportive environment, as indicated by a

general weighted mean of 3.80. Among the items, the highest-

rated statement (weighted mean of 4.00) reflects respondents’

willingness to share past experiences that contribute to

personal growth, highlighting an increasing openness to

vulnerability when it fosters development. Additionally,

respondents show a willingness to express emotions and

thoughts openly (3.92), indicating a commitment to self-

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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disclosure in social interactions. The consistent "Agree"

responses across indicators suggest that respondents are

aware of the importance of sharing personal thoughts and

experiences to enhance their self-awareness and build

stronger connections within group settings.

These findings imply that respondents have a

foundational openness that can be further developed in

intervention programs aimed at enhancing self-awareness.

Since they already show a readiness to share their personal

thoughts and emotions, interventions could focus on deepening

this practice to foster greater self-disclosure and trust in

teamwork settings. By encouraging a supportive environment

where individuals feel safe to express hidden aspects of

themselves, future programs could strengthen group dynamics,

as team members may become more understanding and empathetic.

This openness is essential for creating cohesive teams where

individuals can work more effectively together, which may

ultimately improve teamwork and collaborative success.

Carbajal (2023) highlights that self-aware students are

more likely to understand their strengths and limitations,

which can help them function more effectively in teams.

Carbajal's research emphasizes the importance of self-

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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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awareness in educational environments, echoing the metrics in

the table that evaluate participants' sentiments about

disclosing insecurities, expressing emotions, appreciating

the significance of collaboration, and understanding personal

limitations. As the outcomes of their study suggest that

fostering self-awareness can lead to improved collaboration

and communication about the self, consequent with the

respondents’ answer to the study’s survey, individuals with

higher self-awareness are more capable of contributing to

group efforts, showing leadership when needed, while also

providing support to their peers in collaborative settings.

However, akin to the self-leadership challenges faced by

academics, many students struggle with self-awareness, which

can hinder their effectiveness in team collaborations. Issues

like miscommunication, unclear roles, and low emotional

intelligence often impede group performance in academic

environments.
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INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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2.3 Blind Spot

Table 8

The assessment of respondents to their self-awareness in

terms of blind spot
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I actively seek out opportunities 3.90 Agree 3
to gain new insights about my own
behaviors from my teammates.
2. I believe there are things about 3.89 Agree 4
me that others notice but I am
unaware of.
3. I am open to the idea that my team 3.79 Agree 5
might see strengths in me that I
haven’t recognize yet.
4. I am open to learning about 4.10 Agree 1
aspects of myself that I may not
be aware of.
5. I actively seek opportunities to 3.91 Agree 2
learn about myself from others'
observations.
GENERAL WEIGHTED MEAN 3.91 AGREE

Table 8 reflects the assessment of respondents' self-

awareness in terms of their blind spot, which focuses on

aspects of themselves that others may notice but they are

unaware of. The highest-rated indicator, with a weighted mean

of 4.10, is the openness to learning about aspects of oneself

that may not be immediately apparent, showing strong

agreement. Following closely, with a weighted mean of 3.91,

is the active seeking of opportunities to learn about oneself

through others' observations. Ranking third is the proactive

effort to gain insights about one’s behaviors from teammates,

 Republic of the Philippines
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INSTITUTE OF SCIENCE AND TECHNOLOGY
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with a weighted mean of 3.90. The belief that others may

notice things about them that they are unaware of comes in

fourth, with a weighted mean of 3.89. Lastly, openness to

recognizing strengths that the team may see but the

individual hasn’t recognized yet ranks fifth, with a weighted

mean of 3.79. The general weighted mean of 3.91 indicates

that respondents generally agree with their level of self-

awareness regarding their blind spot.

The data on respondents' self-awareness in terms of the

blind spot suggests that college students are generally open

to discovering and learning about aspects of themselves that

they may not yet recognize. The highest-rated indicators,

such as being open to learning about unknown aspects of

oneself and actively seeking feedback from others, reflect a

positive attitude toward personal growth and self-improvement.

However, the slightly lower ranking of recognizing unseen

strengths indicates that while respondents are open to

feedback, they may still struggle with fully acknowledging

their own potential. These findings imply that fostering

environments where students receive constructive feedback and

are encouraged to explore their blind spots could enhance

their self-awareness and team dynamics.

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INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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Centeno & Fernandez (2020) examined how mindfulness

affects empathy and self-compassion, highlighting that

support for mindfulness in the Philippines is still lacking.

Despite its growing popularity and positive feedback,

research on its impact on Filipinos is limited. The

transition to college presents both opportunities and

challenges, requiring students to adjust to significant

changes in their lives, including psychological, cognitive,

and social aspects. Consequently, the findings of the study

and this research align with the results where the

respondents generally agree on the relation to seeking

feedback and insights from others as it both delves into the

effect of mindfulness-based intervention in relation to the

blind spot areas where individuals may lack insight into

their behaviors.
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INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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2.4 Unknown

Table 9
The assessment of respondents to their self-awareness in
terms of unknown
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION

1. I engage in activities that help 3.88 Agree 4

me uncover new skills and
interests.
2. I am curious about discovering new 4.04 Agree 1
aspects of my personality.
3. I actively seek to understand 3.92 Agree 3
hidden aspects of myself that are
not yet known to me or
others.
4. I discovered a hidden talent and 3.85 Agree 5
ability through team activities.
5. I am curious and willing to 4.02 Agree 2
explore the unknown aspects of my
personality and how they
might benefit the team.
GENERAL WEIGHTED MEAN 3.94 AGREE

Table 9 presents the respondents' assessment of their

self-awareness in terms of their unknown self, which includes

traits and abilities that are yet to be discovered by

themselves or others. The highest-rated indicator, with a

weighted mean of 4.04, is the respondents' curiosity about

discovering new aspects of their personality, indicating

strong agreement. Following this is their curiosity and

willingness to explore unknown aspects of their personality

and how these might benefit the team, with a weighted mean of
 Republic of the Philippines
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INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
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4.02, ranking second. The active effort to understand hidden

aspects of oneself, unknown to both themselves and others,

ranks third with a weighted mean of 3.92. Engaging in

activities to uncover new skills and interests ranks fourth,

with a weighted mean of 3.88, while discovering hidden

talents through team activities ranks fifth with a weighted

mean of 3.85. The general weighted mean of 3.94 shows that

respondents generally agree with their level of self-

awareness in relation to their unknown self.

The data on respondents' self-awareness in the unknown

area suggests that college students are generally curious and

willing to explore undiscovered aspects of their personality.

The highest-rated indicator, "I am curious about discovering

new aspects of my personality," reflects a strong interest in

self-exploration. Similarly, respondents are open to

understanding how their unknown traits might benefit their

teams and actively seek to uncover hidden parts of themselves.

While the discovery of hidden talents through team activities

is rated slightly lower, the overall general weighted mean of

3.94 indicates that students are self-aware and engaged in

personal discovery, showing a positive outlook toward

exploring the unknown.

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Balla , Jaafar , Jaafar , Radjuni , Samad , Samsi ,

Sulaiman & Tiblan (2024) highlight self-awareness as a

crucial element of emotional intelligence and personal growth,

particularly regarding educational success. It enables

students to evaluate their strengths and weaknesses, set

goals, and manage behaviors that affect academic performance

noting that those with higher self-awareness are better at

managing their study habits, stress, and motivation. These

students tend to meet deadlines, engage in group work, and

achieve higher grades. The results indicated that

participants largely concur on the significance of

participating in activities that reveal new skills and

explore unknown facets of their personalities, acknowledging

that understanding the unknown self is valuable for personal

and academic development

Table 10

Summary table of assessment of respondents to their self-

awareness
VARIABLES WEIGHTED VERBAL RANK
MEAN INTERPRETATION
Open Area 3.87 Agree 3
Hidden Self 3.80 Agree 4
Blind Spot 3.92 Agree 2
Unknown Self 3.94 Agree 1
GENERAL WEIGHTED MEAN 3.87 AGREE
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Table 10 summarizes the respondents' overall assessment

of their self-awareness across four areas: open area, hidden

self, blind spot, and unknown self. The highest-rated area is

the unknown self, with a weighted mean of 3.94, indicating

that respondents are most curious and willing to explore

unknown aspects of their personality. This is followed by the

blind spot, with a weighted mean of 3.92, showing that

respondents agree they are open to learning about aspects of

themselves that they might not be aware of. The open area

ranks third with a weighted mean of 3.87, highlighting that

respondents are relatively open in sharing and reflecting on

their thoughts and behaviors. Lastly, the hidden self ranks

fourth with a weighted mean of 3.80, indicating that

respondents agree that respondents have a foundational

openness that can be further developed. The general weighted

mean of 3.87 signifies that, overall, respondents agree with

their level of self-awareness in these four areas.

The results indicate that college students exhibit a

high level of self-awareness, particularly in the unknown and

blind spot areas, suggesting they are open to discovering new

aspects of themselves and receptive to feedback from others.

The slightly lower self-awareness in the hidden and open

 Republic of the Philippines
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INSTITUTE OF SCIENCE AND TECHNOLOGY
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areas suggests that while they are somewhat reserved in

sharing personal thoughts and emotions, they are still

generally aware of their behavior. These findings highlight

the importance of encouraging deeper self-exploration and

fostering open communication within teams, providing a strong

foundation for developing an intervention program that

enhances both self-awareness and teamwork in group activities.

Candelaria (2022) reveals that respondents have a strong

understanding of their Unknown and Blind Spot, particularly

noting the highest awareness in the Unknown category. This

suggests that individuals are beginning to recognize

strengths they previously overlooked indicating a willingness

to explore their self-awareness further. Candelaria P. (2022)

emphasizes the impact of leadership and managerial styles on

group dynamics and cooperation and the importance of

constructive feedback in developing self-awareness while

exploring these unknowns can lead to improved collaboration

and communication within teams and fostering personal growth.

However, the lower ranking of the Hidden Self suggests that

while students may recognize certain fears or insecurities,

they might hesitate to share them, akin to the reluctance

highlighted in Candelaria’s findings about the impact of

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INSTITUTE OF SCIENCE AND TECHNOLOGY
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leadership styles on openness in communication. By fostering

a culture of feedback, as Candelaria suggests, teams can

enhance self-awareness across all areas. This can lead to

improved collaboration and cohesion, as members become more

comfortable sharing their strengths and seeking input from

others while students are able to uncover and share their

unknown traits.

Sub – Problem No 3. How do the respondents assess their

team work as to:

3.1 Camaraderie

Table 11

The assessment of respondents to their teamwork in terms of

camaraderie
INDICATOR WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I feel a sense of camaraderie and 3.72 Agree 3.5
mutual support within my team.
2. I feel valued and respected by my 3.83 Agree 1
team members.
3. I feel a genuine sense of concern 3.79 Agree 2
and care for the well-being of my
teammates.
4. I trust my teammates to have my 3.72 Agree 3.5
back when I am in need of help.
5. I feel comfortable sharing my 3.57 Agree 5
personal experiences with my
teammates.
GENERAL WEIGHTED MEAN 3.73 AGREE

Table 11 presents the assessment of respondents

regarding their teamwork in terms of camaraderie. The

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxvii

highest-rated indicator, with a weighted mean of 3.83, is the

feeling of being valued and respected by team members,

indicating strong agreement. This is followed by the sense of

genuine concern and care for the well-being of teammates,

with a weighted mean of 3.79, ranking second. Two indicators

share the third spot, both with a weighted mean of 3.72: the

sense of camaraderie and mutual support within the team, and

the trust that teammates will offer help when needed. Lastly,

feeling comfortable sharing personal experiences with

teammates ranks fifth, with a weighted mean of 3.57. The

general weighted mean of 3.73 suggests that respondents

generally agree with their sense of camaraderie within their

team.

The data on respondents' teamwork in terms of

camaraderie suggests that college students generally feel a

positive sense of collaboration within their teams, with the

highest-rated indicator being "I feel valued and respected by

my team members." This reflects a strong sense of mutual

respect as a foundation for teamwork. A close second is the

feeling of care and concern for teammates' well-being,

further indicating a supportive team environment. However,

the lower ratings for comfort in sharing personal experiences

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
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xxviii

suggest some hesitation in personal openness within the group.

Overall, the general weighted mean of 3.72 indicates that

while camaraderie is present, fostering deeper personal

connections could enhance teamwork further.

Dugang (2018) examined the critical role of teamwork in

educational settings, showing how collaboration among

students and faculty can enhance learning outcomes and

institutional success. Teamwork is essential for developing

interpersonal, leadership, and problem-solving skills,

particularly through group activities among college students.

However, challenges like communication breakdowns, unequal

participation, and differing expectations can hinder these

efforts. As such the findings and the study presents specific

indicators that measure students' feelings of camaraderie

within their teams. Indicators shows that the students

generally agree in terms of feeling valued, mutual support,

and genuine concern for teammates directly reflect elements

of camaraderie.
 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxix

3.2 Communication

Table 12

The assessment of respondents to their teamwork in terms of

communication
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I clearly express my ideas and 3.71 Agree 5
opinions to the team.
2. I am comfortable expressing my 3.72 Agree 4
thoughts and opinions openly
within the team.
3. I actively listen to my teammates 3.88 Agree 1
during discussions.
4. I am skilled at actively 3.75 Agree 3
listening and asking clarifying
questions.
5. I listen attentively to others' 3.76 Agree 2
viewpoints before forming my own
conclusions.
GENERAL WEIGHTED MEAN 3.76 AGREE

Table 12 reflects the assessment of respondents

regarding their teamwork in terms of communication. The

highest-rated indicator, with a weighted mean of 3.88, is the

respondents' active listening during team discussions,

showing strong agreement. Following this, with a weighted

mean of 3.76, is the attentiveness to others' viewpoints

before forming conclusions, which ranks second. The skill of

actively listening and asking clarifying questions ranks

third, with a weighted mean of 3.75. Comfort in expressing

thoughts and opinions openly within the team ranks fourth,

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxx

with a weighted mean of 3.72. Lastly, the ability to clearly

express ideas and opinions to the team ranks fifth, with a

weighted mean of 3.71. The general weighted mean of 3.76

indicates that respondents generally agree with their

communication effectiveness within the team.

The data on respondents' teamwork in terms of

communication shows that active listening is a key strength,

with the highest-rated indicator being "I actively listen to

my teammates during discussions." This suggests that students

prioritize understanding others before forming conclusions.

However, expressing ideas and opinions clearly is rated

slightly lower, indicating that while listening is strong,

some may struggle with confidently communicating their own

thoughts. The overall general weighted mean of 3.76 reflects

that students generally demonstrate collaborative

communication, with room for improvement in expressing

themselves more openly and clearly within teams.

Nawuor, Weng, Piedad, & Militar (2022) emphasize the

critical role of teamwork in engineering education,

particularly in project-based learning environments. With the

rapid transition to online learning due to the pandemic,

students faced significant challenges in maintaining

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
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effective communication and collaboration—two essential

components for successful teamwork. The study highlights that

online platforms can complicate communication and hinder

collaboration, directly impacting team performance and

individual satisfaction. The findings and results of the

participants showed that effective communication such as

actively listening and articulating ideas are essential for

effective teamwork, whether it be online or face-to-face, it

facilitates better task delegation, shared responsibilities,

and ultimately leads to enhanced satisfaction within the team.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxii

3.3 Commitment

Table 13

The assessment of respondents to their teamwork in terms of

commitment
WEIGHTED VERBAL
INDICATORS RANK
MEAN INTERPRETATION
1. I consistently put effort to
3.84 Agree 3
ensure the success of the group.
2. I am willing to make sacrifices
for the benefit of the team. 3.68 Agree 5
3. I am willing to put in extra
effort when necessary to 3.93 Agree 2
accomplish team objectives.
4. I am willing to align my actions
with the team’s decisions for the 3.83 Agree 4
sake of team success.
5. I take responsibility for my tasks
and contribute to the team's 3.99 Agree 1
success.
GENERAL WEIGHTED MEAN 3.85 AGREE

Table 13 presents the assessment of respondents

regarding their teamwork in terms of commitment. The highest-

rated indicator is the willingness to take responsibility for

tasks and contribute to the team's success, with a weighted

mean of 3.99, indicating strong agreement. Following closely,

the willingness to put in extra effort when necessary to

accomplish team objectives ranks second, with a weighted mean

of 3.93. The commitment to consistently putting in effort to

ensure the group's success ranks third, with a weighted mean

of 3.84. The willingness to align actions with the team’s

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxiii

decisions for the sake of success ranks fourth, with a

weighted mean of 3.83. Lastly, the willingness to make

sacrifices for the benefit of the team ranks fifth, with a

weighted mean of 3.68. The general weighted mean of 3.85

signifies that respondents generally agree with their level

of commitment to their team's success.

The assessment of respondents regarding their teamwork

in terms of commitment demonstrates a robust dedication to

collaborative efforts among college students. The top-rated

statement, "I take responsibility for my tasks and contribute

to the team's success," with a mean of 3.99, highlights their

proactive approach and accountability in fulfilling their

roles within the team. This is further supported by the

second-highest rating for the willingness to put in extra

effort when necessary to achieve team objectives, indicating

that students are not only committed but also prepared to go

above and beyond for their peers. Additionally, the third-

ranked statement, "I consistently put effort to ensure the

success of the group," underscores their ongoing dedication

to teamwork. Although the willingness to make sacrifices for

the team ranked lower, with a mean of 3.68, it still reflects

a commendable commitment to the collective good. The overall

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxiv

general weighted mean of 3.85 suggests that respondents

collectively exhibit a strong collaborative spirit and a deep

commitment to their teams.

De Prada, Mareque, and Pino-Juste (2022) emphasize that

most universities today recognize the importance of

integrating both hard and soft skills into their curriAcula

to meet the personal, academic, and professional demands

necessary for career success. Soft skills encompass a variety

of abilities, attitudes, and traits that enable individuals

to effectively navigate their environments, build meaningful

relationships, and achieve their personal and professional

goals. Recently, there has been a growing focus on teamwork

skills, as they are deemed essential in an increasingly

dynamic, globalized, and complex world. Colleges have

demonstrated a commitment to developing students' soft skills,

especially those related to teamwork, due to their

significant connection to employability. As such, the results

of the respondents and the study showed that taking

responsibility, having consistent effort of willingness and

commitment fosters teamwork skills in group activities which

ultimately enhances students' ability to collaborate

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxv

effectively and strengthens their overall dedication to team

objectives.

3.4 Coachability

Table 14

The assessment of respondents to their teamwork in terms of

coachability
WEIGHTED VERBAL
INDICATORS RANK
MEAN INTERPRETATION
1. I actively seek advice and
guidance from more experienced 3.81 Agree 4
teammates.
2. I appreciate constructive
3.97 Agree 1.5
criticism and use it to grow.
3. I actively seek opportunities to
3.78 Agree 5
improve my skills and performance.
4. I am willing to adapt my approach
3.90 Agree 3
based on feedback received.
5. I value constructive criticism as
a means to improve my performance. 3.97 Agree 1.5

GENERAL WEIGHTED MEAN 3.89 AGREE

Table 14 presents the assessment of respondents

regarding their teamwork in terms of coachability. The

highest-rated indicators, both with a weighted mean of 3.97,

are the appreciation of constructive criticism and valuing it

as a means to improve performance, indicating strong

agreement among respondents. Following this, the willingness

to adapt one's approach based on feedback received ranks

third with a weighted mean of 3.90. The active seeking of

advice and guidance from more experienced teammates ranks

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxvi

fourth with a weighted mean of 3.81, suggesting a proactive

attitude toward learning from others. Lastly, the active

pursuit of opportunities to improve skills and performance

ranks fifth, with a weighted mean of 3.78. The general

weighted mean of 3.89 signifies that respondents generally

agree with their level of coachability within the team

context.

The assessment of respondents regarding teamwork in

terms of coachability reveals a positive attitude toward

learning and growth among college students. The highest-rated

statements indicate that students appreciate and value

constructive criticism, with both statements—"I appreciate

constructive criticism and use it to grow" and "I value

constructive criticism as a means to improve my performance"—

receiving a mean of 3.97. Additionally, students actively

seek advice from more experienced teammates (mean of 3.81)

and are open to adapting their approaches based on feedback

(mean of 3.90). The overall general weighted mean of 3.88

suggests a strong collaborative spirit and eagerness for

self-improvement, highlighting the importance of fostering a

growth-oriented team environment to enhance teamwork dynamics

in group activities.
 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxvii

Pettit and Henderson (2023) emphasize that success in

engineering requires strong teamwork skills. In today’s

collaborative work environments, it’s essential for students

to develop these skills throughout their education. A solid

understanding of organizational psychology and effective

teamwork components is crucial. Additionally, students should

be equipped with various tools and strategies to enhance team

effectiveness, preparing them for workplace challenges. The

study highlighted the offered tactics and tools to improve

teamwork in group projects. It identifies valuable tools for

technical teams and provides suggestions for further

resources for faculty seeking to enhance their teaching

methods. Aligned with the results of respondents and the

study, the students demonstrate that they are generally

receptive to feedback and eager to improve, essential traits

for effective teamwork. By fostering a culture of

coachability, faculty can better prepare students for team-

based opportunities and enhance their collaborative skills,

ultimately increasing their competitiveness in the

engineering field.

3.5 Confidence

Table 15
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EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxviii

The assessment of respondents to their teamwork in terms of

confidence
INDICATORS WEIGHTED VERBAL RANK
MEAN INTERPRETATION
1. I am confident in my abilities to 3.94 Agree 3.5
contribute to the group.
2. I am willing to take on 3.98 Agree 1.5
challenging tasks with the team.
3. I am confident in my decision- 3.94 Agree 3.5
making skills within the team
context.
4. I feel motivated to contribute to 3.98 Agree 1.5
the team's goals because of my
confidence in our abilities.
5. I am not afraid to take calculated 3.78 Agree 5
risks and try innovative
approaches.
GENERAL WEIGHTED MEAN 3.92 AGREE

Table 15 provides the assessment of respondents

regarding their teamwork in terms of confidence. The

indicators reflect a strong sense of self-assuredness among

team members. The highest-rated indicators, both with a

weighted mean of 3.98, are the willingness to take on

challenging tasks with the team and the motivation to

contribute to the team's goals based on confidence in their

abilities, indicating robust agreement. Following closely,

the confidence in one's abilities to contribute to the group

and in decision-making skills within the team context both

rank third, each with a weighted mean of 3.94, showing that

respondents feel secure in their contributions and choices.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xxxix

Lastly, the indicator regarding the willingness to take

calculated risks and try innovative approaches ranks fifth

with a weighted mean of 3.78. The general weighted mean of

3.92 signifies that respondents generally agree with their

level of confidence in the teamwork context.

The assessment shows that respondents have a strong

sense of confidence in their teamwork abilities, with the

highest ratings for decision-making and contributing to the

group. They are motivated to take on challenges and feel

capable of achieving team goals. Although slightly more

cautious about taking risks and trying new approaches, the

overall general weighted mean of 3.92 indicates a high level

of collaboration and confidence, which supports effective

teamwork in college settings. This suggests that

interventions could focus on encouraging more risk-taking and

innovation to further enhance team performance.

Driskell, Salas, and Driskell (2018) highlights that

while teamwork is a widely recognized concept in both

professional and academic settings, cultivating effective

collaboration is complex. A fundamental aspect of successful

teamwork is the confidence of team members in their abilities

and contributions, which significantly influences team

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
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dynamics and outcomes. The study emphasizes that effective

collaboration requires not just individual confidence but

also a deep understanding of team dynamics. It’s crucial for

team members to cultivate mutual support and trust, which are

built on not only the foundation of individual confidence but

of those of their teammates. Consequently, the study and the

results showed the students confidence in their willingness

to engage openly, share ideas, and contribute meaningfully to

the team's goals.

Table 16

Summary table of the assessment of respondents to their

teamwork
WEIGHTED VERBAL
VARIABLES RANK
MEAN INTERPRETATION
Camaraderie 3.73 Agree 5
Communication 3.76 Agree 4
Commitment 3.85 Agree 3
Coachability 3.89 Agree 2
Confidence 3.92 Agree 1
GENERAL WEIGHTED MEAN 3.83 AGREE

Table 16 summarizes the assessment of respondents

regarding their teamwork across various variables. The

highest-rated variable is Confidence, with a weighted mean of

3.92, ranking 1st. This is followed by Coachability, which

has a weighted mean of 3.89, ranked 2nd. Commitment ranks 3rd

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
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xli

with a mean of 3.85, while Communication follows in 4th place

with a mean of 3.76. Lastly, Camaraderie ranks 5th with a

weighted mean of 3.73. The general weighted mean of 3.83

suggests that respondents generally agree with the statements

related to teamwork, with a notable emphasis on their

confidence in team settings.

The assessment reveals that while all aspects of

teamwork are rated positively, there are areas where

respondents show varying degrees of collaboration. Confidence

ranks the highest, signifying that respondents trust their

abilities and decision-making within the team, which can

drive productivity and team cohesion. Coachability is also

highly rated, reflecting an openness to feedback and a desire

to improve, which is crucial for continuous team growth.

Commitment is strong, demonstrating a willingness to

contribute to team success, while communication, though

collaborative, shows room for improvement in how team members

express and listen to ideas. Camaraderie, ranked lowest,

suggests that while mutual support and connection exist,

there may be a need to strengthen interpersonal bonds within

teams. Overall, the general weighted mean of 3.82 indicates

that respondents are collaborative, but targeted

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlii

interventions could focus on enhancing communication and

camaraderie to further improve teamwork dynamics.

Dugang (2018) emphasizes the vital role of teamwork in

educational settings, revealing that effective collaboration

among students and faculty significantly enhances learning

outcomes and institutional success. Specifically, the

findings indicate that strong Coachability and Confidence

among team members contribute to a more productive group

dynamic. Just like the results of the respondents showing the

lower ranking of Communication and Camaraderie, Dugang's

research identifies common challenges faced by students, such

as poor communication and unequal participation, which can

hinder group effectiveness. The study underscores the

importance of clear role distribution and shared goals, which

are crucial for fostering collaboration. This directly

correlates with Dugang's insights that highlight the need for

addressing these barriers to improve group dynamics. By

cultivating a collaborative culture, as advocated in Dugang's

study, educational institutions can effectively tackle these

challenges, ultimately enhancing both individual growth and

overall academic success.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xliii

Sub -Problem No 4. Is there a significant relationship

between self-awareness and team work as assessed by the

respondents on the above-mentioned variables?

Table 17

Relationship between self-awareness and team work as assessed

by the respondents as to open area
COMPUTED DEGREE OF P VERBAL
VARIABLES DECISION
r VALUE RELATIONSHIP VALUE INTERPRETATION
Negligible
Reject
Camaraderie 0.279 Positive 0.005 Significant
HO
Correlation
Low Positive Reject
Communication 0.363 <0.001 Significant
Correlation HO
Negligible
Reject
Commitment 0.253 Positive 0.011 Significant
HO
Correlation
Negligible Fail to
Not
Coachability 0.158 Positive 0.117 Reject
Significant
Correlation HO

Low Positive Reject

Confidence 0.394 <0.001 Significant
Correlation HO

Legend: If p-value < 0.05, Reject HO

Table 17 presents the relationship between self-

awareness in the open area and teamwork as assessed by the

respondents. The correlation between Camaraderie and self-

awareness shows a negligible positive correlation with a

computed r value of 0.279 and a p-value of 0.005, leading to

the rejection of the null hypothesis (HO), indicating a

significant relationship. Communication has a low positive

correlation (r = 0.363) with a p-value of <0.001, also

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xliv

leading to the rejection of HO and a significant relationship.

For Commitment, the correlation is negligible positive (r =

0.253) with a p-value of 0.011, again resulting in the

rejection of HO and a significant relationship. Coachability

shows a negligible positive correlation (r = 0.158) with a p-

value of 0.117, resulting in a failure to reject HO and thus

the relationship is not significant. Lastly, Confidence

displays a low positive correlation (r = 0.394) with a p-

value of <0.001, leading to the rejection of HO and a

significant relationship. Overall, most variables show

significant positive correlations, with confidence and

communication demonstrating stronger relationships with self-

awareness in the open area.

The analysis shows that self-awareness in the open area

has a significant, though generally weak, positive

relationship with key aspects of teamwork. Camaraderie (r =

0.279, p = 0.005), communication (r = 0.363, p < 0.001), and

commitment (r = 0.253, p = 0.011) all exhibit significant

correlations with self-awareness, indicating that even small

improvements in self-awareness can positively impact these

teamwork factors. However, coachability (r = 0.158, p = 0.117)

does not show a significant relationship, while confidence (r

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlv

= 0.394, p < 0.001) has the strongest correlation, suggesting

that self-awareness plays a more substantial role in boosting

confidence within teams.

Jenkins (2023) emphasize the importance of self-

awareness for effective teamwork in which argues that self-

awareness helps leaders manage emotions and improve

understanding within teams which finds that they struggle

with self-control, understanding others' perspectives,

achieving creative success, feeling self-pride, and tend to

have low self-esteem. While self-awareness enhances teamwork,

its impact can vary across different areas, such as

coachability. Overall, both sources highlight that self-aware

leaders create more collaborative environments, leading to

greater team success. The study finds that self-awareness and

teamwork are essential qualities for leaders, whether in a

marketing agency or a finance company. This aligns with the

data as it shows strong positive correlations between self-

awareness and teamwork aspects like communication and

confidence. These attributes help navigate challenges and

achieve strategic goals. By fostering these qualities within

a team, leaders can unlock potential, surpass objectives, and

drive organizational success.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlvi

Table 18

Relationship between self-awareness and team work as assessed

by the respondents as to hidden
COMPUTED r DEGREE OF P DECISIO VERBAL
VARIABLES
VALUE RELATIONSHIP VALUE N INTERPRETATION

Low Positive Reject

Camaraderie 0.315 0.004 Significant
Correlation HO

Low Positive Reject

Communication 0.280 0.010 Significant
Correlation HO

Negligible
Reject
Commitment 0.255 Positive 0.020 Significant
HO
Correlation
Negligible Fail to
Coachability 0.185 Positive 0.085 Reject Not Significant
Correlation HO

Low Positive <0.00 Reject

Confidence 0.365 Significant
Correlation 1 HO

Legend: If p-value < 0.05, Reject HO

Table 18 illustrates the relationship between self-

awareness in the hidden area and teamwork as assessed by the

respondents. The correlation between Camaraderie and self-

awareness shows a negligible positive correlation with a

computed r value of 0.297 and a p-value of 0.003, leading to

the rejection of the null hypothesis (HO), indicating a

significant relationship. Communication has a negligible

positive correlation (r = 0.238) with a p-value of 0.017,

also resulting in the rejection of HO and a significant

relationship. For Commitment, the correlation is also

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlvii

negligible positive (r = 0.218) with a p-value of 0.029,

leading to the rejection of HO and a significant relationship.

Coachability shows a negligible positive correlation (r =

0.162) with a p-value of 0.107, resulting in a failure to

reject HO, indicating that the relationship is not

significant. Lastly, Confidence demonstrates a low positive

correlation (r = 0.334) with a p-value of <0.001, leading to

the rejection of HO and a significant relationship. Overall,

most variables exhibit significant positive correlations,

with confidence showing the strongest relationship between

self-awareness in the hidden area and teamwork.

The findings indicate that self-awareness in the hidden

area has a weak but significant positive impact on key

teamwork aspects such as camaraderie, communication,

commitment, and confidence. Greater self-awareness helps

improve communication and trust, boosting students'

confidence and fostering better group dynamics. However,

self-awareness in this area does not significantly influence

coachability. Overall, promoting self-awareness in the hidden

area can enhance teamwork, particularly by increasing

confidence and improving interpersonal connections.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlviii

Lio (2023) emphasizes that self-awareness is essential

for individual growth and effective teamwork, as it

recognizes each team member's unique abilities and

perspectives, finding significant improvement of their self-

awareness scores, moving from the "average" to "high"

category, indicating that group guidance effectively boosted

students' self-awareness in the music education program. This

aligns with the data who showed mostly significant positive

correlations between self-awareness and team work as assessed

by the respondents as to hidden among 3rd year and 4th year

students at EARIST Cavite Campus. Both the studies highlight

the that self-awareness is not just about recognizing overt

traits but also understanding internal conflicts and dynamics

that affect teamwork.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
xlix

Table 19

Relationship between self-awareness and team work as assessed

by the respondents as to blind spot
COMPUTED DEGREE OF P VERBAL
VARIABLES DECISION
r VALUE RELATIONSHIP VALUE INTERPRETATION
Low Positive Reject
Camaraderie 0.363 <0.001 Significant
Correlation HO
Low Positive Reject
Communication 0.415 <0.001 Significant
Correlation HO
Negligible
Reject
Commitment 0.243 Positive 0.015 Significant
HO
Correlation
Negligible Fail to
Not
Coachability 0.140 Positive 0.166 Reject
Significant
Correlation HO
Low Positive Reject
Confidence 0.340 <0.001 Significant
Correlation HO
Legend: If p-value < 0.05, Reject HO

Table 19 presents the relationship between self-

awareness in the blind spot area and teamwork as assessed by

the respondents. The correlation between Camaraderie and

self-awareness shows a low positive correlation with a

computed r value of 0.363 and a p-value of <0.001, leading to

the rejection of the null hypothesis (HO), indicating a

significant relationship. Communication has a slightly

stronger low positive correlation (r = 0.415) with a p-value

of <0.001, also leading to the rejection of HO and a

significant relationship. For Commitment, the correlation is

negligible positive (r = 0.243) with a p-value of 0.015,

resulting in the rejection of HO and a significant

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
l

relationship. Coachability shows a negligible positive

correlation (r = 0.140) with a p-value of 0.166, leading to a

failure to reject HO, indicating that the relationship is not

significant. Lastly, Confidence demonstrates a low positive

correlation (r = 0.340) with a p-value of <0.001, leading to

the rejection of HO and a significant relationship. Overall,

most variables show significant positive correlations, with

communication having the strongest relationship with self-

awareness in the blind spot area.

The findings suggest that improving self-awareness in

the blind spot area can positively impact key aspects of

teamwork, particularly communication, camaraderie, commitment,

and confidence. Greater awareness of blind spots enhances

team communication and relationships, fostering stronger

bonds and increased engagement. However, self-awareness in

this area does not significantly affect coachability. Overall,

focusing on blind spot awareness can improve teamwork by

addressing unseen behaviors that influence team dynamics.

Dugang P. (2018) examined the impact of recognizing

blind spots on team dynamics. He found that when team members

develop a greater awareness of their blind spots—areas where

they may lack insight or understanding—it significantly

 Republic of the Philippines
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INSTITUTE OF SCIENCE AND TECHNOLOGY
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enhances communication within the group. This heightened

awareness allows individuals to share feedback more openly

and constructively, leading to improved relationships among

team members. As communication improves, stronger bonds are

formed, fostering a collaborative environment. This, in turn,

increases overall engagement within the team, as members feel

more connected and valued. Dugang's research highlights that

addressing blind spots not only enhances individual self-

awareness but also cultivates a more cohesive and engaged

team atmosphere.

Table 20

Relationship between self-awareness and team work as assessed

by the respondents as to unknown
COMPUTED DEGREE OF P VERBAL
VARIABLES DECISION
r VALUE RELATIONSHIP VALUE INTERPRETATION
Negligible
Reject
Camaraderie 0.255 Positive 0.011 Significant
HO
Correlation
Negligible Fail to
Not
Communication 0.176 Positive 0.079 Reject
Significant
Correlation HO
Negligible Fail to
Not
Commitment 0.185 Positive 0.065 Reject
Significant
Correlation HO
Negligible Fail to
Not
Coachability 0.143 Positive 0.156 Reject
Significant
Correlation HO
Low Positive Reject
Confidence 0.354 <0.001 Significant
Correlation HO

Legend: If p-value < 0.05, Reject HO

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
lii

Table 20 shows the relationship between self-awareness

in the unknown area and teamwork as assessed by the

respondents. The correlation between Camaraderie and self-

awareness demonstrates a negligible positive correlation with

a computed r value of 0.255 and a p-value of 0.011, leading

to the rejection of the null hypothesis (HO), indicating a

significant relationship.

For Communication, the r value is 0.176 with a p-value

of 0.079, which results in a failure to reject HO, meaning

the relationship is not significant. Similarly, Commitment

has a negligible positive correlation (r = 0.185) with a p-

value of 0.065, also resulting in a failure to reject HO and

indicating a not significant relationship. Coachability also

exhibits a negligible positive correlation (r = 0.143) with a

p-value of 0.156, which fails to reject HO and indicates that

the relationship is not significant. However, Confidence

shows a low positive correlation with an r value of 0.354 and

a p-value of <0.001, leading to the rejection of HO,

indicating a significant relationship. Overall, camaraderie

and confidence show significant correlations with self-

awareness in the unknown area, while communication,

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
liii

commitment,and coachability show non-significant

relationships.

The findings from Table 20 highlight the significance of

self-awareness in the unknown area for improving teamwork,

particularly in enhancing camaraderie (r = 0.255) and

confidence (r = 0.354). Increased self-awareness can foster

stronger team bonds and empower individuals, leading to

greater participation and assertiveness. However, the non-

significant relationships with communication, commitment, and

coachability suggest that these aspects may rely on factors

beyond self-awareness. Overall, the results emphasize the

potential benefits of promoting self-awareness in the unknown

area to improve camaraderie and confidence within teams while

indicating that other strategies may be necessary for

enhancing communication and commitment.

Thomas (2019) focus on self-awareness and its impact on

teamwork it highlights that developing self-awareness can

lead to increased camaraderie and confidence on college

students working in teams. As student enhance their self-

awareness the are they are better equipped to understand and

support their peers, fostering a collaborative environment

that strengthens camaraderie among team members.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
liv

Understanding one's strength and weaknesses can enhance

student's confidence while working on its team. Students who

are more self-aware tend to manage their emotions effectively,

which can lead to greater assurance in their contributions

and interactions with others. This aligns with the data that

shows camaraderie and confidence have a significant

relationship on unknown area of self-awareness of the 3rd

year and 4th year students of EARIST Cavite Campus.

Table 21

Relationship between self-awareness and team work as assessed

by the respondents
COMPUTED DEGREE OF P VERBAL
VARIABLES DECISION
r VALUE RELATIONSHIP VALUE INTERPRETATION

Self-awareness Low Positive Reject

0.375 <0.001 Significant
vs team work Correlation HO

Legend: If p-value < 0.05, Reject HO

Table 21 illustrates the overall relationship between

self-awareness and teamwork as assessed by the respondents.

The computed r value of 0.375 indicates a low positive

correlation between the two variables. With a p-value of

<0.001, the null hypothesis (HO) is rejected, signifying that

the relationship is significant. This suggests that as self-

awareness increases, teamwork performance tends to improve,

though the correlation is moderate in strength.

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
lv

Table 21 presents the overall relationship between self-

awareness and teamwork, revealing a significant low positive

correlation (r = 0.375) with a p-value of <0.001. This

finding indicates that as self-awareness increases, teamwork

performance tends to improve, suggesting a meaningful

connection between the two variables. Although the

correlation is moderate in strength, it highlights the

importance of fostering self-awareness as a way to enhance

teamwork outcomes. This suggests that interventions aimed at

improving self-awareness among team members could lead to

better collaboration and overall team effectiveness.

Guhao and Quines (2021) explored the relationship

between self-awareness and teamwork performance. They found

that as individuals develop greater self-awareness, they are

more capable of understanding their own strengths and

weaknesses, which can enhance their interactions and

collaboration with team members. This improved understanding

leads to better communication and coordination within the

group, ultimately fostering a more effective teamwork

environment. However, the study noted that the correlation

between self-awareness and teamwork performance is moderate

in strength. This suggests that while self-awareness

 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Cavite Campus
lvi

contributes positively to teamwork, other factors, such as

group dynamics and individual skills, also play significant

roles in determining overall team effectiveness.

Sub – Problem No 5. Based on the findings, what

intervention program may be proposed regarding the self-

awareness and teamwork in group activities among selected

students at EARIST Cavite Campus?