COMPETENCY OF THE LEGAL MANAGEMENT GRADUATES IN THEIR LAW

SUBJECTS: BATCH 2015-2016: AN ASSESSMENT

A Thesis Presented to the Department of English

Foreign Languages and Literature
College of Arts and Sciences
San Beda College

In Partial Fulfilment of the Requirements for

English 04
(Research Methods and Applications)

By:

Aurelio, Athena Beatriz

Pagulayan, John Lyonell
Regado, Aleezah Gertrude

4ALM

November 2016
 ACKNOWLEDGEMENT

The researchers would like to express their deepest gratitude to the following

persons, who in their special ways have contributed and extended their valuable

assistance in the preparation and completion of this study

First and foremost, the researchers acknowledge the good Lord for guiding us

throughout this semester.

Their deepest gratitude for our thesis adviser Dr. Nerissa Revilla for being patient

to our needs and for expertly guiding us towards our goals.

Their appreciation also extends to Mrs.Emelie Regado for helping the

researchers review these papers and to Rishamai Gonzales for helping them with

regard to tallying the surveys and inputting data unto this work.

This is also dedicated to their family and friends who have touched them by

lending a helping hand, who supported them, and who serve as their inspiration in doing

this work.

The Researchers
 TABLE OF CONTENTS

ACKNOWLEDGEMENT……………………………………………………………………ii

ABSTRACT………………………………………………………………………………….iii

LIST OF TABLES…………………………………………………………………………...x

CHAPTER

1. THE PROBLEM AND ITS BACKGROUND……………………………………….6

THEORETICAL FRAMEWORK…………………………………………………...9

CONCEPTUAL FRAMEWORK…………………………………………………..10

STATEMENT OF THE PROBLEM……………………………………………….11

IMPORTANCE OF THE STUDY………………………………………………….12

DEFINITION OF TERMS………………………………………………………….13

SCOPE AND DELIMITATION…………………………………………………….14

REVIEW OF RELATED LITERATURE AND STUDIES………………………..14

2. METHOD OF THE STUDY…………………………………………………………...17

INSTRUMENTS AND TECHNIQUES……………………………………………..18

SAMPLING PROCEDURE…………………………………………………………19

TREATMENT OF DATA…………………………………………………………….19

3. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA…………….23

 4. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS…………………………………………………………43

CONCLUSIONS……………………………………………………………………..47

RECOMMENDATIONS…………………………………………………………….49

BIBLIOGRAPHY………………………………………………………………………………50

APPENDIX

A LETTER TO THE RESPONDENT……………………………………………… 51

B QUESTIONNAIRE…………………………………………………………………52

C TABULATION OF DATA

D SAMPLE QUESTIONNAIRE

CURRICULUM VITAE
 LIST OF TABLES

Table No. Title Page

1.1 Age of the Respondents 23

1.2 Gender of the Respondents 24

1.3 Years of study of Legal Management Students 24

1.4 Favorite Law Subjects 25

2.1 Level of Reading Comprehension Skills Competency 27

2.2 Level of Writing Skills Competency 28

2.3 Level of Grammar and Vocabulary Skills Competency 28

2.4 Level of Listening Skills Competency 30

2.5 Level of Speaking Skills Competency 30

3.1 Level of Competency on Mastery of Law 31

3.2 Level of Competency on Knowledge of Legal Terms 32

3.3 Level of Competency on Case Comprehension 33

4.1 Effect of Low Level of Competency on Time Management 34

4.2 Effect of Low Level of Competency on Information Overload 35

4.3 Effect of Low Level of Competency on Method of Teaching 37

and Professors
5.1 Respondent’s Weakness in Terms of Mastery of the Law 38

5.2 Respondent’s Weakness in Terms of Knowledge of Legal 39

Terms

5.3 Respondent’s Weakness in Terms of Case Comprehension 40

6.1 Solution to increase the Level of Competency of the Legal 41

Management
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The Legal Management program of San Beda College was created in 2002 to

respond to the need for a strong program that will match San Beda College of Law’s

long and illustrious reputation as a top law school in the country (Course Catalogue

2014-2015). It is the second biggest department in the College of Arts and Science of

San Beda College, and has produced numerous lawyers, some of whom are now

faculty members of the department. Under the objectives of the program, it has two-fold

purpose: first is to prepare the Legal Management students for a career in the

corporate world requiring knowledge in law, and secondly is to prepare students for the

rigors of law school, should they decide to pursue four years of law school (2015).

The program mainly consists of eighteen law subjects that would prepare the

Legal Management students for the rudiments of law school, such as: Law on Person

and Family Relations, Legal Writing and Research, Civil Laws, Labor Laws, Commercial

Laws, and Taxation Laws are some of the subjects which comprise the program SBC,

(2013 www.sanbeda.edu.ph,,) and as such these subjects serve as an introduction to

the Laws of the Philippines which is being taught in the College of Law. With such

background, it is presume that Legal Management graduates have an edge in the

College of Law amongst other students who took up different courses other than Legal

Management. Each individual possesses a different level of competency. It is not only

concerned with the "what" element or the outcome, but also with the "how" element or in
other words, the process of accomplishing a certain outcome. The competency level

attained by a person is one of the core driving factors of an organization. (2016,

Measuring Competencies in Performance Evaluation; Free Management Books [E-

reader version]. Retrieved from www.free-management-ebooks.com/news/measuring-

competencies/)

It is in this light that the researchers conducted the study on the competency

Bachelor of Science in Legal Management Graduates (BSLM) in their law subjects

particularly graduates of Batch 2015-2016 who pursued four year course on Bachelor

Laws in San Beda College of Law. The San Beda College Manila-College of Law, has

been perceived as one of the best law schools in the country. Over the years, it has

produced senators, congressmen, judges, lawyers, law professors and of course

the highest position in the country, the President of the Philippines. It has also

achieved one of the highest bar passing rates and largest number of law graduates

among law schools in the country.

Specifically, this study will determine the level of competency of BSLM

graduates as pre law course or preparatory to Bachelor of Laws. In this study, not

only the output is measured, but also how the respondents attained such kind of

outcome -- what are the integrated knowledge, skills, judgment and attributes that came

into play in order for the respondents to react effectively to the demands of the society

they currently belong to (i.e. workplace, law school).

 In order to attain success through education, there must be an effective

educational system and among the important parts of the educational are the

curriculum, the teachers or faculty and the role they play in achieving student’s feat.

(Turner,2003)

The Bachelor of Science in Legal Management program (BSLM) provides

knowledge and skills in the components of law and the legal intricacies of the business

laws. The BSLM is one of the programs being offered in San Beda College Manila. Its

curriculum designed to provide students with knowledge and skills regarding the laws

of business, obligations and contracts, taxation, labor laws and negotiable instruments

as well as a global view point and practical apprenticeship opportunities for exploring

legal aspects of business. (San Beda). Accordingly, negotiable instruments and laws

surrounding business organizations and the BSLM program is a good preparation for

Law. (De La Salle).

One of the goals of the department of Legal Management is to equip students

and provide them an advantage as they pursue further studies in law, however students

fail to stay or survive in the said program, consequently this has become one of the

problems that came to the researchers’ attention that showed potential of a study that

could help address the problem areas that students have encountered.

The researchers have categorized some possible areas that could be reasons

why such problems exits. These are the following. (1) Study habits (2)
Socio/Extracurricular activities. What is really the trend with the law students’ study

habits? In the recent research conducted in the University of Kansas by Paul A. Witty

and Harvey C. Lehman, it was found that “failures in college may be traced to

undesirable study habits”.

In Socio/Extracurricular activities, it was dubbed that social life and law school

are more likely to be compared to oil and water. Most law students take academic

competition very seriously, which can make it difficult to form close friendships and even

romantic relationships. But then again, would that be a successful trick in law school or

even one of the reasons why other students flunk or leave the program.

The researchers are interested to know how studying in legal management arms

students with competency in their law subjects. One of the reasons for the

establishment of such program.

THEORETICAL FRAMEWORK

According to Sternberg (2004) the traditional theory of academic competence

deals with a very important part of intelligence, namely, memory and analytical skills,

and that is what the Sternberg Academic Test measures. These skills are important for

success in school and in life. Over the years, teaching the students at Yale, is that some

students were very gifted in traditional memory and analytical skills, but never good at

making ideas of their own. They were good if you told them the paper topic, if you told

them what exactly would be on the test.

 The Core Competency is a concept in management theory introduced by C. K.

Prahalad and Gary Hamel. It is defined as a harmonized combination of multiple

resources and skills that distinguish a firm in a marketplace. It is the theory of strategy

that prescribes actions to be taken by firms to achieve competitive advantage in the

marketplace. The concept of core competency states that firms must play to their

strengths or those areas or functions in which they have competencies. The Core

Competency Theory measures best the competency level of Legal Management

Graduates Batch 2015-2016. It seeks to determine the strengths and weaknesses of the

organization, which are the graduates in this case.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Legal Management Measurement of Competency Competent Legal

Graduates: Batch Level Management
2015-2016 Graduates: Batch
 Reading
2015-2016
Comprehension
 Writing Skills
 Grammar and
Vocabulary
 Speaking Skills
 Listening skills
 Mastery of the Law
 Knowledge of Legal
Terms
 Case Comprehension
 Time Management
 Information Overload
 Method of Teaching
and Professor
 Figure 1

The Conceptual Paradigm is shown in Figure 1.1 which shows the input-process-

output used by the researchers to formulate the study. The Legal Management

Graduates’ competency level are measured through the different determinant factors

affecting their competencies namely, reading comprehension, writing skills, grammar

and vocabulary, speaking skills, listening skills, mastery of the law, knowledge of legal

terms and maxims, case comprehension, time management, information overload, and

method of teaching and professor. After determining such, researchers are to

promulgate solutions and remedies so as to attain a competent and competitive Legal

Management Graduates.

STATEMENT OF THE PROBLEM

This study aims to determine the Law Subject Competency of the Legal

Management Batch 2015-2016. Specifically, the following questions will be answered:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Section

1.3 Gender

1.4 Years in Legal Management

1.5 Favorite Law Subject

2. What is the highest grade the respondent obtained in a Law Subject?

3. What is the lowest grade the respondent obtained in a Law subject?

 4. How will the respondent rate the level of law subject competency?

5. What is the level of law subject competency of the respondents as perceived by

the respondents in terms of:

5.1 Mastery of the Law

5.2 Knowledge of Legal Terms

5.3 Case Comprehension

6. How do the following factors affect the competency of the Legal Management

students?

6.1 Time Management

6.2 Information Overload

6.3 Method of teaching and the Professor

7. In what areas are the respondents weak in terms of:

7.1 Mastery of the Law

7.2 Knowledge of Legal Terms

7.3 Case Comprehension

8. How can the respondents increase their level of competency?

IMPORTANCE OF THE STUDY

Through the assessment of the competency of Legal Management students

when it comes to law subjects in law school, the researcher may be able to determine

how they cope up with the new scholastic environment, what are the advantages and

disadvantages students derive from the legal management’s curriculum and to point out
their edge, if any, as compared to law students coming from other courses. Data from

this research may be used to further improve the curriculum of the legal management

department, to guide students as to whether it brings them advantage graduating as a

legal management major when they enter law school and to open avenues of other

possible research concerning this issue.

DEFINITION OF TERMS

This section presents the following words that were used throughout the

research.

Legal Management - is an academic and professional discipline that is a hybrid

between the study of law and management (i.e. business administration, public

administration, etc.). It is generally considered as the best preparatory law program for

those who aspire to become members of a bar.

Competency- a cluster of related abilities, commitments, knowledge, and skills that

enable a person (or an organization) to act effectively in a job or situation

Law School- a graduate school offering study leading to a law degree.

Preparation— the activity or process of making something ready or of becoming ready

for something.
Curriculum- set of courses constituting an area of specialization offered by an

educational institution.

Pre-Law- refers at least any four year course of study by an undergraduate student in

preparation for law school.

SCOPE AND DELIMITATION

The focus of this study is the factors that contribute to the competency of Legal

Management students in their law subjects. The respondents were only limited to the

Legal Management graduates of San Beda College, Batch 2016.

REVIEW OF RELATED LITERATURE

Ortiz (2013) elaborated that law schools don't prescribe a particular pre-Law

course. Whatever course will do, provided your pre-Law course complied with the

required number of units in Math, English, and Social Science. American Bar

Association (2003) likewise claimed that there is no single path that will prepare you for

a legal education. Students who are successful in law school, and who become

accomplished professionals, come from many walks of life and educational

backgrounds.
 Malcom (2004) however claims that Certain courses can be particularly useful in

developing the skills you will need to do well on the Law School Admission Test, in law

school, and in the practice of law, such as analytical, critical thinking, research and

communication skills, argumentation, and above all, writing. Some courses cover

specifically law-related topics. Fabio (2009) claims that the level of competition in law

school varies greatly by school, and many surmise there is less competition at higher

ranked schools, especially among those who don't use traditional grading and ranking

structures. The theory is that students who attend higher ranked schools are more

confident of securing legal employment simply because of their law school and that

grades or class standing matters less.

On the other notes, Holts (2008) stated that the study of law is hard work, but it is

also intellectually challenging and highly rewarding. It involves large quantities of written

material which you will need to read, comprehend, synthesize and analyze. You will

need the ability to read and digest information quickly and to take good and accurate

notes. According to Barnes (2012) Law school is extremely competitive. Students are

forced to be highly competitive in law school these days because rivalry for any type of

legal position is extremely intense. Not only are students competing with other students

from their own law school, but they are battling with students from other law schools as

well.

According to Thompson (2005) three basic areas in which prelaw students need

to develop proficiency: The effectiveness in the comprehension and use of oral and
written language, in-depth understanding of human institutions and values and

analytical and critical thinking. The theory is that if you are interested in your courses,

you will be motivated to achieve high levels of academic performance. It is this

demonstrated commitment to learning that is the most important factor in the study of

law.
 CHAPTER 2

METHOD OF THE STUDY

This CHAPTER discuss in further detail the research methodologies that has

been adopted by the researchers in this study. The response of sixty (60)

graduates of BSLM batch 2015-2016 would provide the information which will be

obtained, will highly benefit the study being made by the researchers. The

CHAPTER will be presenting the following sections: the method of the research, the

instruments and techniques, the population and sampling procedure, and the

treatment of data.

Research Design and Respondents

A Descriptive method of the research was used by the researchers to obtain the

necessary information needed for the research study. The reason behind this is that it

aims to know the competency of Legal Management graduates.

By using the descriptive method it implies that the researchers did not have any

control on the variable which took effect on the respondents, thus focusing only on the

date gathered by the researchers from the respondents.

The researchers knowing that the method used is Descriptive, utilized a

survey method through questionnaire. The survey method is a method wherein the

respondents of the study were asked to answer series of questions administered

by the researchers. In order to determine the sample population of the study, the

researchers used the Slovin’s formula with a 5% margin of error, thus coming up
with 60 number of respondents from 158 total population of the respondents. By doing

this method, it assures that the total population will properly represented by the

sample population and also it assures the internal validity of the study. In totality,

the researchers made use of the Descriptive method as the main method for the

research.

INSTRUMENT AND TECHNIQUES USED

The instrument used in gathering the respondent’s profile, data, and the opinions

of the respondents was the questionnaire. The researchers, provided the

questionnaires for its target respondents in San Beda College – Manila; they were the

graduates of the Legal Management Department Batch 2015- 2016. The questionnaires

were personally distributed to the respondents, who mostly kept their identity

anonymously.

The questionnaire consist of 8 (eight) pages divided into two main part, the first

part is the profile of the respondents, and the second part is the survey proper

consisting of 8 questions with the corresponding sub questions.

Construction

The survey questionnaire was made on a date prior to September 25, 2016 the

date designated by Dr. Nerissa Revilla for the submission of the Statement of the

Problem together with the research questionnaire.

Validation

The questionnaire prepared by the researcher was checked and validated on

October 6, 2016, however, slight revisions were made due to the inconsistency with the

statement of the problem, and the need for the specific skills or attributes to measure

accurately the competency of the Legal Management Batch 2015-2016 on their Law

Subjects. On October 25, 2016 the questionnaire was again submitted for validation,

and were accepted and was duly approved by Dr. Nerissa Revilla.

Distribution

The survey questionnaires were immediately distributed on October 26, 2016

after it was duly approved by Dr. Nerissa Revilla, to the Legal Management Graduates

Batch 2015-2016 who were chosen randomly.

Retrieval

The survey questionnaire were retrieved on the same day they were given, after

the respondent has answered completely the questionnaire.

 SAMPLING PROCEDURE

In conducting this study the researchers used the random sampling technique.

A sample of sixty individual was chosen from its population, chosen randomly and

entirely by chance. The researchers made a letter addressed to the Department of

Legal Management of San Beda College in order to obtain the needed information of

the Graduates of Legal Management Graduates Batch 2015-2016 including the name of

the graduates, their contact numbers, and from the list given, the researchers randomly

chose the respondents who are to be given the questionnaire. The researchers also

provided a cover page for the questionnaire, stating the goal and the rationale for

conducting such research. The researchers met with the randomly chosen respondents

in order to administer the survey questionnaire.

TREATMENT OF DATA

All the data gathered were treated with confidentiality. The responses of the

respondents to the questionnaire were carefully tallied, tabulated and analyzed by the

researchers. The responses were analyzed and interpreted using the percentage

system, weighted mean and frequency counts.

The following method were used in order to come up with the interpretation and

analysis of data:

1. Slovin’s Formula
 n= N/(1+Ne^2)

Where:

n= desired sample size

N= total population

e= margin of error

Computation:

n= 158/(1+158 X 0.1^2)

n= 60

2. Percentage Computation

%=f/n x100

Where:

% = percentage

f = Number of respondents for every item

N= Total number of respondents

3. Weighted Mean

̅ (∑_i^n▒〖=1Xi〗)/n
x=

Where:

x ̅ = mean

∑_i^n▒〖=1Xi〗= sum of all scores

Figure 2. The Basis for the Corresponding Interpretation of Each Answer

Weight Scale Verbal Interpretation

5 4.20 – 5.00 Excellent/Strongly Agree

4 3.40 – 4.19 Very Good/ Agree

3 2.50 – 3.39 Good/Neutral

2 1.50 – 2.59 Fair/Disagree

1 1.00 – 1.79 Poor/Strongly Disagree

 CHAPTER 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets all the data gathered throughout

the course of the study. Presentation is done through the use of tables representing

the data that were obtained by the researchers.

After gathering and acquiring information and data from its respective

respondents, Graduates of Legal Management Batch 2016, the researchers came up

with the following results and findings.

1. Profile of the Respondents

Table 1.1 Age of the Respondents

Age Frequency Percentage

19 2 3.30%

20 12 19.70%

21 26 42.60%

22 17 27.85%

23 4 6.55%

Total 61 100%

Table 1.1 shows that 42.60% of the respondents belong to age 21 while

27.85 are age 22; 19.70% are age 20; 6.55% are age 23 and 3.30 are age 19.
 Table 1.2 Gender of the Respondents

Gender Frequency Percentage

Male 37 60.70%

Female 24 39.33%

Total 61 100%

Table 1.2 presents the gender of the respondents. It shows the sex profile of the

respondents which indicates a higher ratio of males comprising 60.70% compared

to females which is 39.33%. It indicates further that the distribution of

questionnaires was done equally for both genders.

Table 1.3 Years of Study of Legal Management Students

No. of Years Frequency Percentage

4 years 42 68.85%

5 years 19 31.15%

Total 61 100%

Table 1.3 presents the numbers of years the respondents finished the course.

It shows that greater majority of the respondents totaling to 68.85% took the Legal

Management Program in a span of 4 years while 31.15% of the respondents took 5

years to be able to finish the course.

 Table 1.4 Favorite Law Subjects

Law Subjects Frequency Percentage

Criminal Law 19 31.15%

Law on Persons and Family Relations 17 27.87%

Law on Sales 8 13.11%

Law on Obligation and Contract 5 8.20%

Law on Negotiable Instrument 4 6.56%

Law on Corporation 2 3.27%

Law on Transportation 2 3.27%

Taxation 2 3.27%

Labor Law 1 1.65%

Constitution 1 1.65%

TOTAL 61 100%

Table 1.4 shows that Criminal Law was the most favorite subject of the

respondent with 19 or 31.15% followed by the Criminal Law with 17 or 27.87%.

Constitution and Labor Law are the least favorite subject with 1.65%,

respectively.
 Table 2. Range of Highest Grade in a Law Subject

Grades Frequency Percentage

1.00 to 1.50 17 27.9%

1.75 to 2.00 33 54.1%

2.25 to 2.75 10 16.4%

3.00 1 1.6%

TOTAL 61 100%

Table 2 presents the range of the respondents’ highest obtained grade in their

law subject wherein 33 or 54.1% claimed that they obtained a highest grade

ranging from 1.75- 2.00;. 17 or 27.9% claimed that they obtained a highest grade

ranging from 1.00-1.50; while 10 or 16.40% claims that they obtained a highest

grade of 2.25-2.75. Only 1.6% claimed that the highest grade they obtained was

3.00.

Table 3. Lowest Grade In a Law Subject

Grades Frequency Percentage

1.00 to 1.50 0 0

1.75 to 2.00 18 29.5%

2.25 to 2.75 17 27.9%

3.00 16 26.2%

5.00 10 16.4%

TOTAL 61 100%
 Table 3 presents the lowest grade obtained by the respondents in their law

subjects wherein 18 or 29.5% obtained 1.75 to 2.00; 17 or 27.9% have obtained

2.25 to 2.75; 16 or 26.2% have obtained 3.00 while 10 or 16.4% got failing

grade of 5.

Table 4.1. Level of Reading Comprehension Skills Competency

Skills Weighted Interpretation

Mean
Reading Comprehension

I find it easy to understand articles what I 3.75 Very Good

read.
I understand and retain the contents of the 3.27 Good
articles that I read.
I am capable of reading quickly and with 3.69 Very Good
understanding.
I can easily extract the main points in what 3.77 Very Good
I read.

Table 4.1. presents the level of reading comprehension skills competency of

the respondents wherein they find it easy to understand articles what they read

with the highest weighted mean of 3.75 or Very Good while understanding and

retaining the contents of the article they read got the lowest weighted mean of 3.27

or Good.
 Table 4.2. Level of Writing Skills Competency

Skills Weighted Interpretation

Mean
Writing Skills

I find it easy to summarize a text in my own 3.78 Very Good

words.
I can easily write an essay with my own 3.79 Very Good
knowledge.

Table 4.2 shows the writing skills competency of the respondents. They

agree that they find it easy to write an essay with their own knowledge with

weighted mean of 3.79 or Very Good and also find it easy to summarize a text in

their own words with weighted mean 3.78 or Very Good.

Table 4.3. Level of Grammar and Vocabulary Skills Competency

Skills Weighted Interpretation

Mean
Grammar and Vocabulary

I am confident that I can figure out the 3.67 Very Good

meaning of unknown words in English from
context.
I am confident that I can understand the 3.85 Very Good
meaning of common English idiomatic
expressions.
I am certain that I am grammatically correct 3.75 Very Good
most of the time.

Table 4,3 presents the level of grammar and vocabulary skills competency of

the respondents wherein are confident that they can understand the meaning of
common English idiomatic expression with weighted mean of 3.85 or very good. They

were also confident that they can figure out the meaning of unknown words in

English from context with weighted mean of 3.67 or very good. It very shows that

they have a high level of competency in both grammar and vocabulary skills.

Table 4.4. Level of Listening Skills Competency

Skills Weighted
Mean Interpretation
Listening Skills

I do not fall victim to stuttering whilst 3.66 Very Good

conversing in English
I am content with my oratory capacity 3.69 Very Good

I do not rely heavily on gestures when I 3.74 Very Good

have a difficulty interpreting my thoughts in
English

Table 4.4. presents the listening skills competency of the respondents. They

agreed that they do not rely heavily on gestures when they have a difficulty interpreting

their thoughts in English with weighted mean of 3.74 or very good. They do not fall

victim to stuttering whilst coversing in English with weighted mean of 3.66 or very good.

Results further show that the respondents have very good listening skills

competency.
 Table 4.5. Level of Speaking Skills Competency

Speaking Skills

I do not fall victim to stuttering whilst 3.74 Very Good

conversing in English
I am able to deduce the main point of the 3.87 Very Good
conversation upon hearing the initial
statements of the speaker
I am able to keep up with the flow of the 3.80 Very Good
speaker rather easily
I am able to deduce the meaning of 3.80 Very Good
unfamiliar words by implementing the
statements as a whole

Table 4.5 presents the speaking skills competency of the respondents

wherein they agreed that they were able to deduce the main point of the

conversation upon hearing the initial statements of the speaker with weighted mean of

3.87 or very good and do not fall victim to stuttering whilst conversing in English with

weighted mean of 3.74 or very good. Generally, the respondents very good

speaking skills competency.

 Table 5.1. Level of Competency on Mastery of Law

LEVEL OF COMPETENCY Weighted Mean Interpretation

Mastery of the Law

I am able to apply the laws that I’ve 2.49 Fair

learned on a Day to Day basis.

I am able to remember the principles of 3.80 Very Good

the law that I have learned.

I am able to answer briefly and precisely 3.77 Very Good

with legal basis.

I am able to think logically in terms of 3.85 Very Good

answering essay questions.

I am able to think and answer in a logical 3.72 Very Good

manner when called for in recitations.

I am able to read fast and accurately and 3.35 Good

understand my reading assignments at
the same time.
I am able to apply the doctrines that I 3.85 Very Good
have learned.

I am able to write logically and with legal 3.78 Very Good

basis.

I am able to speak in a logical manner 3.80 Very Good

and with a legal basis.

Table 5.1 presents the respondent’s level of competency on mastery of law

wherein they agreed that they were able to apply the doctrines that they have

learned with weighted mean of 3.85 or very good. They find they were only good

in reading fast and accurately and understand their reading assignments at the same
time while applying the laws that they learned on a day to day basis got the

lowest weighted mean with 2.49 or fair.

Table 5.2. Level of Competency on Knowledge of Legal Terms

LEVEL OF COMPETENCY Weighted Mean Interpretation

Knowledge of Legal Terms

I am able to understand the Latin 3.54 Very Good

maxims and other legal terms in my
readings
I am able to apply the Latin maxims and 3.64 Very good
other legal terms in my recitations and
essay answers.
I am able to understand the legal jargons 3.62 Very good
that I encounter on my reading
assignments.

Table 3.2. presents the respondents’ level of competency on knowledge of

legal terms. They agreed that they are very good in the three variables such

as able to apply the Latin maxims and other legal terms in their recitations and essay

answers with weighted mean of 3.64; able to understand the legal jargons that they

encounter on their reading assignments with 3.62 and able to understand the Latin

maxim and other legal terms in their readings with 3.54. Results further show that

the respondents have very good competency on knowledge of legal terms.

 Table 5.3. Level of Competency on Case Comprehension

LEVEL OF COMPETENCY Weighted Mean Interpretation

Case Comprehension

I am able to write case digests. 4.13 Very Good

When reading cases I am able to identify 4.10 Very Good

the important facts.

When reading cases I am able to easily 4.03 Very Good

spot the issue of the case.

When reading cases I am able to identify 4.05 Very Good

the ruling of the court.

I am able to apply the doctrines of the 3.97 Very Good

cases that I have read in my exams and
recitations.
I am able to decide the case based on 3.79 Very Good
what I have learned.

I am able to remember and recite the 3.81 Very Good

case in class.

Table 5.3. presents the level of competency of the respondents on case

comprehension wherein they agreed that they are very good in all the variables

presented. Highest mean with 3.81 was achieved in remembering and reciting

the case in class while deciding the case based on what they have learned got

the lowest weighted mean with 3.79. Generally, the respondents have very good

case comprehension competency.

 Table 6.1. Effect of Low Level of Competency on Time Management

Low Level of Competency Weighted Interpretation

Mean

Time Management

I don’t finish my reading assignments 2.31 Disagree

because of the limited time.
I tend to cram before recitations. 3.72 Agree
I don’t finish my reading assignments 3.62 Agree
because they are too many.
I tend to read case digests online rather 3.82 Agree
than making my own because of the
limited time.
I am able to finish all of the assigned 3.61 Agree
readings including the cases.

I cannot finish my readings because 3.70 Agree

there are too many assignments on my
minor subjects.
I am not able to finish my readings 3.61 Agree
because the professor sends the
syllabus or case list late.

Table 6.1 presents the effect of low level of competency of the respondents

on time management. They agreed in all factors of time management with

highest weighted mean of 3.82 wherein they tend to read case digest online rather

than making their own because of the limited time, but disagree that they don’t finish

their reading assignments because of the limited time with weighted mean of 2.31.
 Table 6.2. Effect of Low Level of Competency on Information Overload

Low Level of Competency Weighted Mean Interpretation

Information Overload
I tend to forget what I’ve read because 3.55 Agree
there are too many readings.

When called for in recitations I don’t 3.51 Agree

recall what I’ve read.

I am having hard time memorizing 3.49 Agree

provisions that I’ve read.

I cannot focus because I easily get 3.67 Agree

distracted of the other subjects.

Table 6.2. presents the effect of low level of competency of the respondents

on information overload wherein they agreed in all factors presented with highest

weighted mean of 3.67 that they cannot focus because they easily get distracted of

the other subjects and lowest mean of 3.49 when they are having hard tie

memorizing provisions that they read.

 Table 6.3. Effect of Low Level of Competency on
Method of Teaching and Professors

Method of Teaching and the Weighted Mean Interpretation

Professor
Method of Teaching and the
Professor

I am having a hard time understanding 3.44 Agree

my readings because of the Socratic
method of teaching (Self Learning)
I can easily understand the lesson if the 3.66 Agree
professor explains everything.

I cannot recite well in class because the 3.67 Agree

professor is strict.

I feel intimidated on the professor. 3.69 Agree

I am not able to finish my readings 3.61 Agree

because the professor sends the
syllabus or case list late.

Table 6.3. presents the effect of low level of competency of the

respondents on methods of teaching and the professors. The respondents agreed

in all factors presented wherein they feel that they were intimidated on the

professors with the highest weighted mean of 3.69 and they were having a hard

time understanding their readings because of the Socratic method of teaching (Self

Learning) with the lowest weighted mean of 3.44.

 Table 7.1. Respondent’s Weakness in Terms of Mastery of the Law

Mastery of the Law Able Percentage Not Percentage

to able
to
I am able to apply the laws that I’ve 17 27.87% 44 72.13%
learned on a Day to Day basis.

I am able to remember the principles of 51 83.61% 10 16.39%

the law that I have learned.

I am able to answer briefly and precisely 39 63.93% 22 36.06%

with legal basis.

I am able to think logically in terms of 44 72.13% 17 27.87%

answering essay questions.

I am able to think and answer in a 43 70.49% 18 29.51%

logical manner when called for in
recitations.
I am able to read fast and accurately 37 60.66% 24 39.34%
and understand my reading
assignments at the same time.
I am able to apply the doctrines that I 40 65.57% 21 34.43%
have learned.

I am able to write logically and with legal 48 78.69% 13 21.31%

basis.

I am able to speak in a logical manner 35 57.38% 26 42.62%

and with a legal basis.

Table 7.1. presents the weakness of the respondents in terms of the mastery of

the Law. The respondents agreed in all factors with the highest percentage of 72.13%

they are not able to or they are weak in applying the laws that they have learned on a

Day to Day basis and they are weak in speaking in a logical manner and with a legal

basis with a percentage of 42.62%.

 Table 7.2. Respondent’s Weakness in Terms of Knowledge of Legal Terms

Able Percentage Not Percentage

Knowledge of Legal Terms to able
to
I am able to understand the Latin 34 55.74% 27 44.26%
maxims and other legal terms in my
readings
I am able to apply the Latin maxims and 41 67.21% 20 32.79%
other legal terms in my recitations and
essay answers.
I am able to understand the legal 43 70.49% 18 29.51%
jargons that I encounter on my reading
assignments.

Table 7.2. presents the weakness of the respondents in terms of the knowledge

of Legal Terms. The respondents agreed in all factors. With the highest percentage of

44.26% they are weak in understanding the Latin Maxims and other legal terms in their

readings and they are weak in applying the Latin Maxims and other legal terms in their

recitations and essay answers with a percentage of 32.79%.

 Table 7.3. Respondent’s Weakness in Terms of Case Comprehension
Case Comprehension Able Percentage Not Percentage
To able
to
I am able to write case digests. 48 78.69% 13 21.31%

When reading cases I am able to 46 75.41% 15 24.59%

identify the important facts.

When reading cases I am able to easily 42 68.85% 19 31.15%

spot the issue of the case.

When reading cases I am able to 49 80.33% 12 19.67%

identify the ruling of the court.

I am able to apply the doctrines of the 39 63.93% 22 36.07%

cases that I have read in my exams and
recitations.
I am able to decide the case based on 41 67.21% 20 32.79%
what I have learned.

I am able to remember and recite the 34 55.74% 27 44.26%

case in class.

Table 7.3. Presents the weakness of the respondents in terms of Case

Comprehension. The respondents agreed in all factors. With the highest percentage of

44.26% they are weak in remembering and reciting the case in class because of the low

level of case comprehension and they are weak in applying the doctrines of the cases

that they have read, in their exams and recitations with a percentage of 36.07%.
 Table 8.1. Solutions to Increase the Level of Competency of the
Legal Management

Items Frequency Percentage

Remedial Classes 16 26.23%

Fixing of the Schedule so that no Law subject 52 85.25%

is on the same day
Removal of the Socratic Method of Teaching 34 55.74%

No cases should be assigned 16 26.23%

The syllabus and the case list must be sent a 49 80.33%

week or earlier before the class.
Seminars 13 21.31%

The curriculum should include a subject on the 47 77.05%

introduction of the law (Basic Principles, legal
jargons, etc…)

Table 8.1. presents that from among the given solutions to increase the low
level of competency of the Legal Management students, 52 or 85.25% responded
that fixing of the schedule is the best solution to increase the level of competency
of legal management followed by sending the syllabus and the case list week or
earlier with 49 or 80.33%. Attending a seminar got the lowest frequency of 13 or
21.31% followed by remedial classes and no cases should be assigned with
frequency of 16 each or 26.23%.
 CHAPTER 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the findings, generated conclusions and

recommendations based on the analysis of the results of the study on the Competency

of the Legal Management Graduates in their Law Subjects: Batch 2015-2016 conducted

by the researchers. The respondents of the study were composed of sixty-one (61)

graduates of San Beda College Manila. The study was conducted during the first

semester of the school year 2016-2017. The Descriptive Method was used by the

researchers and designed questionnaires as their primary instrument in gathering data.

To ensure impartiality on presentation, analysis and interpretation of data, the

researchers used statistical tools such as: Frequency and Percentage Distribution and

Weighted Mean.

The research aims to measure the competency level of a Legal Management

graduate in their Law subjects. The respondents of the study are Batch 2016 graduates

from the Legal Management Department of San Beda College - Manila. the researchers

used questionnaires for data gathering which were carefully constructed and duly

validated for distribution. Involved in the study were sixty-on (61) Batch 2016 graduates

from the Legal Management Department. The sample population was computed in

order to resemble the entire population.

The result that was acquired by the researchers was analyzed and interpreted

using the weighted mean.

 SUMMARY OF FINDINGS

1. What is the profile of the respondents

1.1 AGE: 42.60% of the respondents belong to age 21; 27.85% are age 22;

19.70% are age 20; while 6.55% are age 23 and 3.30% are age 19.

1.2 GENDER: 60.70% were male while 39.33% of the respondents were female.

1.3 YEARS IN LEGAL MANAGEMENT: 68.85% took the Legal Management

Program in a span of 4 years while 31.15% of the respondents took 5 years to

finish.

1.4 FAVORITE LAW SUBJECT: Criminal Law was the most favorite

subject of the respondents with 31.15% followed by the Law on Persons

and Family Relations with 27.87%. Constitution and Labor Law are the least favorite

subject with 1.65%.

2. What is the highest grade the respondent obtained in a Law Subject?

The respondent claimed that 54.1% of them obtained a highest grade ranging

from 1.75- 2.00;. 27.9% claimed that they obtained a highest grade ranging from 1.00-

1.50; 16.40% claims that they obtained a highest grade of 2.25-2.75. Only 1.6%

claimed that the highest grade he/she obtained was 3.00.

3. What is the lowest grade the respondent obtained in a Law subject?

The respondents admitted that 29.5% of them obtained 1.75 to 2.00; 27.9%

have obtained 2.25 to 2.75; 26.2% have obtained 3.00 while 16.4% got failing grade of

5.

4. How will the respondent rate the level of law subject competency?

4.1 Reading Comprehension

The respondents find it easy to understand articles that they read.

They understand and retain the contents of the articles that they read.

4.2 Writing Skills

The respondents find it easy to write an essay with their own

knowledge and find it easy to summarize a text in their own words.

4.3 Grammar and Vocabulary Skills

The respondents are confident that they can understand the

meaning of common English idiomatic expression. They were also

confident that they can figure out the meaning of unknown words in

English from context.

4.4 Listening Skills

The respondents have admitted that they do not rely heavily on

gestures when they have a difficulty interpreting their thoughts in English.

They do not fall victim to stuttering whilst coversing in English.

4.5 Speaking Skills

 The respondents were able to deduce the main point of the conversation

upon hearing the initial statements of the speaker and do not fall victim to stuttering

whilst conversing in English.

5. What is the level of law subject competency of the respondents as perceived

by the respondents in terms of:

5.1 Mastery of the Law

The respondents were able to apply the doctrines that they have

learned. They find that they were only good in reading fast and accurately

and understand their reading assignments at the same time.

5.2 Knowledge of Legal Terms

The respondents have admitted that they are very good in legal

terms in their recitations and essay answers; able to understand the legal

jargons that they encounter on their reading assignments and able to understand the

Latin maxim and other legal terms in their readings.

5.3 Case Comprehension

The respondents was able to achieve remembering and reciting the

case in class while deciding the case based on what they have learned was the

least they can do.

6. How do the following factors affect the competency of the Legal Management

students?

6.1 Time Management

 The respondents have admitted that they have a low level of competency

under this cateegory. However, they have disagreed on not having to finish their

reading assignments on time.

6.2 Information Overload

Unfortunately, it is also shown that the respondents have a low level

of competency under this category. They tend to get distracted by minor subjects and

fail to memorize the articles they read instantaneously.

6.3 Method of teaching and the Professor

The respondents employed a low level of competency on this matter

for all agreeing on one and the same matter: the Socratic method of teaching.

7. In what areas are the respondents weak in terms of:

7.1 Mastery of the Law

The respondents have agreed on one are that they are weak,

namely: in applying the laws on a daily basis and in speaking in a logical

manner with legal basis.

7.2 Knowledge of Legal Terms

The respondents are shown to have difficulties in understanding

essays.

7.3 Case Comprehension

The respondents are also having a difficulty in remembering and

reciting cases during recitations because of the low level of case

 comprehension. Therefore, not able to adopt and use doctrines in examination

answers and recitations.

8. How can the respondents increase their level of competency?

A big percentage of the respondents have agreed to the same probable solution

to the weaknesses being encountered by them. It is by proper scheduling and ensuring

that no law class falls on the same day and by disseminating the syllabus and case list

ahead of time.

CONCLUSION

Based on the analysis of date and summary of findings the following conclusions

were drawn:

1. The profile of the respondents showed that majority of them belong to

age 21, majority and took the legal management in a span of four years. It

further revealed that the most favorite subject of the respondent was criminal law.

2. The researchers have concluded that majority of the respondents obtained

the highest grade ranging from 1.75 to 2.00 or above average students.

3. Only few of the respondents got a grade of 3.00 and below which

could mean that lesser number of average students finished the course.

4. The researchers have concluded that the respondents have a high

competency level for they are able to attain the very good rating in almost all (with only

one good rating) the skills needed to measure the level of competency of an individual.
Namely, reading comprehension, writing skills, grammar and vocabulary skills, listening

skills and speaking skills.

5. Upon careful comparison of the competency level as perceived by the

respondents and competency level as measured by the researchers, the researchers

found out that the circumstances the respondents are weak at are one and the same

with those they knew they are good at. Under Mastery of the Law they have perceived

that they can apply doctrines in their day to day encounter. However, it is shown that

they actually fail to do so. On being knowledgeable on legal terms, they have claimed

their excellency in said field. However, they were not able to understand and apply said

legal terms during recitations and examinations. And lastly, on case comprehension, the

respondents claim that they are able to remember and recite cases even though they

are weak in doing so. This is proof on how competent the respondents are. They tend to

improve themselves in accordance to their weaknesses. And they always find room for

improvement, even in places where they claim they are already good at.

6. The researchers have concluded that the following factors greatly affect the

respondents: time management, information overload and method of teaching and

professor. The aforementioned factors served as a hindrance to the respondents in

attaining academic excellency and a high level of competency in their Law subjects.

7. Furthermore, the researchers concluded that most of Batch 2016 are

competent enough to have graduated within four (4) years. Also, it is shown that they

wanted to focus more on each and every law subject they have that is why they wanted

to avoid having two or more majors in the same day. They have also chosen to have the

syllabus and case list ahead of time for them to allot enough study time.
 8. Lastly, the researchers concluded that proper scheduling of law subjects

in such a way that no more than one subject will be scheduled on the same

day could help increase e level of competency of legal management students.

RECOMMENDATIONS

In view of the foregoing findings, the following recommendations are made.

1. In order to attain a high competency level in Legal Management students, the

curriculum of San Beda College Arts and Sciences Department of Legal Management

shall be open to developments in accordance with the academic changes encountered

by their students.

2. To expose students in a healthy competent environment. Providing training seminars,

conducting interactive programs and career assessments regularly for them to know

what is ahead of them, whether in Law school or not.

3. To use other methods of teaching and learning activity other than that of the Socratic

method and test if what will be most efficient for the students to redeem their most

competent self.

4. To provide Legal Management students enough resources, printed materials,

reviewers, law books that are available for their exclusive use.

5. To expose them to other related and new fields of studies and not just confine them

in Law related topics. For they can also be competent in other academic or non-

academic aspects. Consequently, giving them a wide variety of career to pursue after

graduation.
BIBLIOGRAPHY
 APPENDIX A

LETTER TO THE RESPONDENTS

College of Arts and Sciences
San Beda College
Manila
September 2016

Dear respondents,

We are students of 4-ALM from the Legal Management Department of the College of

Arts and Sciences. At present, we are conducting a survey about “Competency of the

Legal Management Graduates in their Major Subjects Batch 2015-2016: An

Assessment” as a part of our requirements for the subject Research Methods and

Application or English 04. We would like to request you to answer our questionnaire, the

data of which will be used to undertake our research.

The goal of this research is to evaluate and analyze the competency of Legal
Management student’s batch 2015-2016 in their Law Subjects. Rest assured that all
information that you have provided will remain strictly confidential.

If you have further queries, please feel free to contact.

Aleezah Regado
09176250343
Thank you for your kind consideration.

Truly yours,

The Researchers
Regado, Aleezah
Aurelio, Athena Beatriz
Pagulayan, John Lyonell
APPENDIX B
QUESTIONNAIRE
1.
Respondents Personal Profile

Name: ___________________________________________________________
Section: _____________
Age: ________________
Gender: _____________
Years in LM: _________
Favorite Law Subject: ________________________
2. Highest Grade in a Law Subject: _______
Subject: _______________________
3. Lowest Grade in a Law Subject: _______
Subject: _______________________

4. How will you rate your level of competency in terms of the following skills

5 – Excellent
4 – Very Good
3 - Good
2 - Fair
1 – Poor

Skills 5 4 3 2 1

Reading Comprehension
I find it easy to understand articles that I
read.
I understand and retain the contents of the
articles that I read.
I am capable of reading quickly and with
understanding.
I can easily extract the main points in what
I read.
Writing Skills

I find it easy to summarize a text in my own

words.
I can easily write an essay with my own
knowledge.
Grammar and Vocabulary

I am confident that I can figure out the

meaning of unknown words in English from
context.
I am confident that I can understand the
meaning of common English idiomatic
expressions.
I am certain that I am grammatically correct
most of the time.
Speaking Skills

I do not fall victim to stuttering whilst

conversing in English
I am content with my oratory capacity

I do not rely heavily on gestures when I

have a difficulty interpreting my thoughts in
English
Listening Skills

I am able to deduce the main point of the

conversation upon hearing the initial
statements of the speaker
I am able to keep up with the flow of the
speaker rather easily
I am able to deduce the meaning of
unfamiliar words by implementing the
statements as a whole
 5. As a Legal Management graduate, what is your level of law subject
competency in terms of the following:

5 – Excellent
4 – Very Good
3 - Good
2 - Fair
1 – Poor

5 4 3 2 1

Mastery of the Law

I am able to apply the laws that I’ve

learned on a Day to Day basis.

I am able to remember the principles of

the law that I have learned.

I am able to answer briefly and precisely

with legal basis.

I am able to think logically in terms of

answering essay questions.

I am able to think and answer in a logical

manner when called for in recitations.

I am able to read fast and accurately and

understand my reading assignments at
the same time.
I am able to apply the doctrines that I
have learned.

I am able to write logically and with legal

basis.

I am able to speak in a logical manner

and with a legal basis.

Knowledge of Legal Terms

I am able to understand the Latin

maxims and other legal terms in my
readings
I am able to apply the Latin maxims and
other legal terms in my recitations and
essay answers.
I am able to understand the legal jargons
that I encounter on my reading
assignments.
Case Comprehension

I am able to write case digests.

When reading cases I am able to identify

the important facts.

When reading cases I am able to easily

spot the issue of the case.

When reading cases I am able to identify

the ruling of the court.

I am able to apply the doctrines of the

cases that I have read in my exams and
recitations.
I am able to decide the case based on
what I have learned.

I am able to remember and recite the

case in class.

6. How do the following factors affect the low level of competency of the Legal
Management students?

5 – Strongly Agree
4 – Agree
3 – Neutral
2 – Disagree
1 – Strongly Disagree

5 4 3 2 1

Time Management

I don’t finish my reading assignments

because of the limited time.
I tend to cram before recitations.
I don’t finish my reading assignments
because they are too many.
I tend to read case digests online rather
than making my own because of the
limited time.
I am able to finish all of the assigned
readings including the cases.

I cannot finish my readings because

there are too many assignments on my
minor subjects.
I am not able to finish my readings
because the professor sends the
syllabus or case list late.
Information Overload

I tend to forget what I’ve read because

there are too many readings.

When called for in recitations I don’t

recall what I’ve read.

I am having hard time memorizing

provisions that I’ve read.

I cannot focus because I easily get

distracted of the other subjects.

Method of Teaching and the

Professor

I am having a hard time understanding

my readings because of the Socratic
method of teaching (Self Learning)
I can easily understand the lesson if the
professor explains everything.

I cannot recite well in class because the

professor is strict.

I feel intimidated on the professor.

I am not able to finish my readings

because the professor sends the
syllabus or case list late.
7. In what areas are you weak?

Mastery of the Law

I am able to apply the laws that I’ve

learned on a Day to Day basis.

I am able to remember the principles of

the law that I have learned.

I am able to answer briefly and precisely

with legal basis.

I am able to think logically in terms of

answering essay questions.

I am able to think and answer in a logical

manner when called for in recitations.

I am able to read fast and accurately and

understand my reading assignments at
the same time.
I am able to apply the doctrines that I
have learned.

I am able to write logically and with legal

basis.

I am able to speak in a logical manner

and with a legal basis.

Knowledge of Legal Terms

I am able to understand the Latin

maxims and other legal terms in my
readings
I am able to apply the Latin maxims and
other legal terms in my recitations and
essay answers.
I am able to understand the legal jargons
that I encounter on my reading
assignments.
Case Comprehension
I am able to write case digests.

When reading cases I am able to identify

the important facts.

When reading cases I am able to easily

spot the issue of the case.

When reading cases I am able to identify

the ruling of the court.

I am able to apply the doctrines of the

cases that I have read in my exams and
recitations.
I am able to decide the case based on
what I have learned.

I am able to remember and recite the

case in class.

8. Which of the following could be the best solution to increase the level of
competency of the Legal Management, choose as many as you can.
A. Remedial Classes
B. Fixing of the Schedule so that no Law subject is on the same day
C. Removal of the Socratic Method of Teaching
D. No cases should be assigned
E. The syllabus and the case list must be sent a week or earlier before the
class.
F. Seminars
G. The curriculum should include a subject on the introduction of the law
(Basic Principles, legal jargons, etc…)
H. Others, please specify: ______________________________________
 APPENDIX C
TABULATION OF DATA
 APPENDIX D
SAMPLE QUESTIONNAIRE