CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Academic performance of students demands an urgent attention to

attain their goals and achievements in school. It is very important to keep

track with the students’ performances not just in extracurricular area but

most especially in academics, in order to make adjustments and discover

alternative techniques to help students come up with their low copings and

encourage them to strive more. Performance of students varies depending on

the influences that surround them. Though there are so many factors that

can be considered, previous research proves that teacher; parents and peers

contributed most affecting the performance of students leading to their being

low in class and being on top. Thus, this is not just limited on how good or

bad the students in class but also considers the factors that contribute

students’ performance.

School, colleges and universities have no worth without students.

Students are the most essential asset for any educational institute. The social

and economic development of the country is directly linked with students’

academic performance. The students’ academic performance “ academic

achievement “ plays an important role in producing best quality graduates

1
who will become great leader and man power for the country so thus

responsible for the country’s development.

Previous research of Jennifer Chun-Li Chen (2005) about “Factors

Affecting the Academic Performance of Primary Students” stated that

students’ perception of academic support from parents, teachers and peers

simultaneously affects their academic performance. In her study, the

strongest influence is exerted by the teachers; next in line are the parents.

Knowing that the Chinese culture teachers are very well respected, it seems

to be reasonable enough to find that teacher support came out to be the

strongest. Parents support still play an important role in students’

performance. Regarding to these findings, it is very important to promote

teacher practices and parent involvement to help students cope with their

low performances and do better.

Moreover, a well-known state university of Cebu has observed that

mostly of their students have involved themselves in a romantic relationship.

Having been in an institution which promotes honor and excellence among

students gave them a great challenge to maintain a good academic

performance. Considering that each professor has higher expectations of the

students, an increase of workloads which includes projects, school, papers,

reports and challenging exams were given. Therefore, being students of this

well-known state university gives them more responsibility and it requires a

great amount of time and attention.

2
Theoretical background

The purpose of the study is to determine the different factors affecting

academic performances of each student. The researchers identified the

variables that contribute to academic excellence identified as teachers,

parents, peer groups and environment as variables contributing to students’

academic performance. The aim of this study is to help students improve

their performances by identifying perceived variables of the study. Thus,

giving them an idea on how these influences affect their performance and for

them to discover alternative/ techniques to deal with these influences. The

parents and teachers provide academic support by guiding students to

improve their behavioral and achievement outcomes by considering their

cultural differences, how their parents raised them, their gender and also

their knowledge.

As stated by Hussain (2006), guidance is one of the factor through

which a student can improve his study attitudes and study habits and is

directly proportional to academic achievement. The students who are

properly guided by their parents have performed well in the exams. The

guidance from the teacher also affects the student performance. The

guidance from the parents and the teachers indirectly affect the performance

of the students.

3
 The researchers are competent with this research not only because

they were conducting a study but also because the researchers experienced

such happenings and were able to surpass the factors affecting academic

performances. The researchers also noticed factors that contribute to the

performance of the student nurses in their academic. This study aims to

contribute existing knowledge by documenting the factors associated with

the nursing students neither academic success nor failure and was able to

know how and why these factors changes students’ interests towards their

educational priorities. By this study, it will help not just the students but the

teachers, parents and school administrators to give value and importance to

education.

Conceptual Framework

In this research study, we used the Input, Process and Output model

by Thomas Kuhn which was known in the year 1962. It is a graphical

representation of all factors that make a process. An input-process-output

diagram includes all of the materials and the information required for the

process, details of the process itself and descriptions of all products and by-

products resulting from the process. According to him, this kind of method

will be used for the purpose of describing some data which can be hard to

define with just simple methods.

4
 This theory is helpful to us because this will be our means to explain

the importance of the process or challenges that our respondents may

encounter in achieving their goals which is also one of our agenda in

pursuance of this topic. In our diagram, under the input part is the Nursing

students who belong to the graduates of school year March 2016. The next

part is the Process to be undertaken in four years including: Academic

requirements, clinical experiences, seminars. For the academic requirement

this is the requirement for admission or completion of an academic program,

in this case, nursing. Next is a core component of nursing education is the

clinical experience. Students participate in supervised learning sessions in

real world health care environments, which provide them with the

opportunity to put what they’ve learned in the classroom into practice. Also,

we need to attend some seminars such as the BLS or Basic Life Support

seminar, Research Summit Seminar and other health or non – health related

seminars. After accomplishing all of these requirements, they then will have

to take the Local Board Exam for them to be able to have their licenses and

be now considered as Registered Nurses and officially work for health care

institutions which then makes all this the output of the processes. Although,

not all of the students will be able to pass the board or some of them will be

unemployed, under employed or employed in other industries due to various

reasons which then makes this the outcome of this study. The

recommendations that we have fashioned were based on the result of this

research study. These recommendations will be very helpful in apprising the

5
Salazar College of Science and Institute of Technology in Nursing Society

with regard to the employment rate or status of the Nursing students.

INFLUENCERS POSITIVE

PARENTS STUDENTS

TEACHER ACADEMIC

RELATIONSHIP PERFORMANCE

Figure 1. Schematic diagram of the conceptual framework

anchored on the Perceived influences of Academic Performance of

student Nurse in Salazar College of Science and Institute of

Technology.

Statement of the Problem

This study aims to determine the Perceived Influenced of Academic

Performance of Student Nurses in Salazar Colleges of Science and Institute of

Technology. The findings of the study will be the basis for a proposed study

improvement guide.

6
Specifically, the study will seek to answer the following inquiries:

1. What is the profile of the respondents in

terms of:

1.1 Age;

1.2 Sex;

1.3 Year level;

1.4 Civil status;

1.5 Enrollment status;

1.6 Employment status of the parents;

1.7 Primary benefactor;

1.8 Scholar; and

1.9 Working student?

2. What is the level of the perceived influences in

terms of:

2.1 Student performance;

2.2 Parents;

2.3 Teachers; and

2.4 Peer groups;

3. What is academic performance of the respondents?

4. Is there a significant relationship between:

4.1 profile and influencing factor;

4.2 profile and academic performance;

4.3 Influencing factor and academic performance?

7
Statement of the Null Hypotheses

Ho1: There is no significant relationship between the Respondents

Perceived Influenced of Academic Performance.

Significance of the Study

This study aims to identify and assess perceived influences that

affect the academic performances of nursing students in Salazar Colleges

of Science and Institute of Technology.

Considering the main variable and sub-variables, this study is

beneficial to the following:

Nursing Students- This will help them value their education and for

them to be aware how important it is to have a good academic performance

in class.

Teachers- This will help them evaluate themselves a show effective

they are as a teacher. Furthermore, this will help them to give more effort

and do better in giving discussions to their students.

School Administrators - This will usher them in their vision in

attaining high quality education and standard teaching technique.

Parents - They will be giving more support to their child, to help

encourage them to do well in school. Also, help them to realize how

important it is to establish an open and continuous communication about

their children.

8
 Researchers - This will help assess self-proficiency and competencies

to practice specific to the execute role and will serve as basis for other

research to be conducted in the future.

Future Researchers - This study will provide facts and findings to

pursue a qualitative approach in studying similar topics in academic

performances of nursing students.

Definition of Terms

In order to make certain as to the appropriateness of the terminologies

and their meaning, this study provides the following operational definitions.

Academic Performance is a determinant if how good or bad a

student is doing in class. It is an evaluation process proving also if

how effective a teacher is in delivering his lessons to his students.

Nursing Students are the current enrolled student nurses who are

studying in the College of Nursing in Salazar College of Science and

Institute of Technology. These compose the fifty respondents of the

study.

Perceived Influence are considerable factors that are present in the

students surrounding contributing their performance in class.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

This portion of the study presents different related topics about

“Perceived Influence of Academic Performance of Student Nurse in Salazar

Colleges of Science and Institute of Technology.

The nature of human personality and self has been a focal issue

among thinkers in all cultures from ancient times. Indigenous concepts of

personality and self-exist in many cultures. Generally, the Western

conception of self is of an individual who is separate, autonomous and

atomized, made up of a set of discrete traits, abilities, values and motives,

seeking separateness and independence from others. In contrast, it is

believed that in Eastern cultures, the emphasis is on relatedness,

connectedness, and interdependence (Bernardo, et. al., 1998).

Garcia (2004) avers that individuals behave according to certain

patterns of behavior which are in conformity with their culture and that

ordinarily, behavior shows regularity and recurrence. However, at some other

time, there are members of groups or societies that exhibit un-patterned

behavior, acts that are unplanned, spontaneous and non-routinely; behavior

that is moving away from what is expected, the more habitual, repetitive

modes that characterizes people‘s daily lives. Moreover, the author stated

that different cultures have different behavior patterns, as such; man is born

―tabula rasa‖, a blank tablet.

10
 According to Marquez (2009), pupils who are very successful in their

desired career have good study habits. She stated that pupils should apply

these habits to all of their classes. She also suggested that the pupils should

not try to study all the subjects in just a period. She added that if the pupils

try to do too much studying at one time, they will tire and their studying will

not be effective.

Many school learners fail in their studies due to their inability to cope

with the daily obstacles and demands in school according to Villa (2009).

Many factors are enumerated to be the cause of such failures, but the most

identified one and the worst is lack of study among learners.

Leano (2004) believed that the school should be the implementer of

change and the pupils are the agents and end-users of change. A classroom

teacher should be alert to catch the distinguishable behaviors after displayed

by the pupils such as acts of aggression namely: noisiness, teasing,

unnecessary talking, quarrelling, disorderliness, outbursts, being

domineering, critical of others, resentful of criticism; acts of delinquency such

as being untruthful, destructiveness, cutting classes, taking articles that

belong to others, and disobedience; withdrawing behavior consisting of

shyness, neglect of schoolwork, unsociable behaviors; non-compliant

behaviors such as untidiness and ignoring simple school rules.

Furthermore, the author also revealed that the behavioral problems

which were prevalently committed by pupils in the classroom and school

11
premises were related to violence against decency such as talking with

classmates, inattentiveness, answering without being asked, intentional

absenteeism, reciting without being asked by teacher while classmates were

reciting, cutting classes, intentional tardiness, noisy or disorderly entrance to

class, verbal quarrelling, annoying others, rudeness and discourtesy. Findings

of this study also showed that between the two sexes, the male pupils

exhibited more behavioral problems than the female pupils.

Tumangday (2000) described adolescent as a youth who love luxury.

They have bad manners, have contempt for authority, no respect for older

people and talk nonsense when they should work. Young people do not stand

up any longer when adults enter the room. They contradict their parents, talk

too much in company, guzzle their food, lay their eggs on the table and

tyrannize their elders. She also described the world that teenagers find for

themselves.

Today, many children have to live with working parents or with single

or divorced parents. There is so much mobility due to work or educational

demands that children are in thrust with new social milieus bringing

loneliness and relational loss. Second, technology has brought blessing and

curse. They see violence, drugs, hard-core, pornography, secret lives of

celebrity and corrupt public officials, deviant lifestyle and message

everywhere. This generation is bombarded with choices. Teenagers are trying

to make their own decisions and can feel overwhelmed by all the options

available to them.

12
 Lastly, through the proliferation of information media, the youth have

grown-up distrusting their government, parents, leaders, teachers, heroes

and institutions. With the loss of the figures to look up to, teenagers live in a

different world indeed.

Lot of studies have been conducted in the area of students

achievement and these studies identify and analyze the number of factors

that affect the academic performance of the student at school, college and

even at university level. Their finding identify students’ effort, previous

schooling, parent’s educational background, family income, self-motivation of

students, age of student, learning preferences and entry qualification of

students as important factors that have effect on student’s academic

performance in different setting.

It is generally assumed that the students who showed better or higher

performance in the starting classes of their studies also performed better in

future academic years at degree level. Everyone can be surprised with this

assumption if it could be proved scientifically.

However, it is also observed that many of the researchers are not

agree with this view point or statement. Reddy and Talcott (2006) looks

disagree with these assumptions that future academic gains are resolute by

preceding performance. In their research on the relationship between

previous academic performance and subsequent achievement at university

13
level, they found that students learning or studying at graduate level and the

score secured did not predict any academic achievement at university level.

Many researchers conducted detailed studies about the factors

contributing student performance at different study levels. Considine and

Zappala (2002) noticed the same that parent’s income or social status

positively affects the student test score in examination.

Durden and Ellis quoted Staffolani and Bratti, (2002) observed that

“the measurement of students previous educational outcomes are the most

important indicators of students future achievement, this refers that as the

higher previous appearance, better the student’s academic performance in

future endeavors’.

Pedrosa et.al (2006) in their study on social and educational

background pointer out those students who mostly come from deprived

socio-economic and educational background performed relatively better than

others coming from higher socio-economic and educational area. They

named this phenomena educational elasticity.

It is obvious and true that the criteria for categorizing socio-economic

standard in different countries are different depending of their norms and

values. “The total income of families, monthly, or annually and their

expenditures also put a great effect on the learning and academic

opportunities accessible to youngsters and their chances of educational

14
success.” Furthermore, he also pointed that due to residential stratification

and segregation, the students belonging to low-income backgrounds usually

attend schools with lower funding levels, and this situation reduced

achievement motivation of the students and high risk of educational

malfunction in future life endeavors” (Escarce, 2003).

Parent’s socio-economic condition, which includes parents’ academic

and professional qualification, revenue and occupational affiliation, is also

associated with academic gain of students. The results of many studies

confirmed that academic achievement of students is contingent upon parent’s

socio-economic condition. So the students belonging from higher social

economic backgrounds will perform better than other students associated

with low social economic backgrounds. “Social and economic status of

student is generally determined by combining parents’ qualification,

occupation and income standard” (Jeynes, 2002).

It is concluded that the type of schools in which students studies

greatly influence the educational performance and academic achievement of

the students. Miller and Birch (2007) summarized the views of many

researcher and educationist in their study on the influence of high school

attended on university performance.

Kwesiga (2002) approved that performance of the students is also

influenced by the school in which they studied but he also said that number

15
of facilities a school offers usually determine the quality of the school, which

in turn affect the performance and accomplishment of its students.

Sentamu (2003) argue that schools influence educational process in

content organization, teacher and teaching learning and in the end evaluation

of the all. All these educationists and researchers agreed with this principle

that schools put strong effect on academic performance and educational

attainment of students.

Students from elite schools are expected to perform good because

they attend these elite schools and the main reason behind is that these

schools are usually very rich in resources and facilities. Some researchers

have the view that school ownership and the funds available in schools do

indeed influenced the performance of the student (Crosne and Elder 2004).

It is concluded that the type of schools in which students studies

greatly influence the educational performance and academic achievement of

the students. Miller and Birch (2007) summarized the views of many

researcher and educationist in their study on the influence of high school

attended on university performance.

Research done by Borde, showed that gender did not play a role in

academic performance. Another study by Meece and Jones, also revealed

that gender differences did not influence students’ standardized science test

scores.

16
 School students participate in a wide variety of extracurricular

activities (also known as co-curricular activities). These can be sports, clubs,

debate, drama, school publications, student council, and other social events.

These activities are, voluntary, usually conducted outside the normal school

hours, and students do not receive grades for their involvement. Silliker and

Quirk, concluded that participation

in athletics (such as soccer) for high school students enhances academic

performance.

Gerber, also found that participation in extracurricular activities

promoted greater academic achievement. Many extracurricular activities

have proven to be beneficial in enhancing academic performance, even if the

activities are not obviously related to academic subjects. Students

participating in extracurricular activities did better academically than

students who did not participate.

Basing on this study, it has been proven that the more extracurricular

activities the greater academic achievement. In reality setting, having

extracurricular activity can lead to failures of some students; because they

are more focus of the extra activity rather than to their academic

performance. But having the condition that once a student is a varsity he/she

should not have a failing grade or else he/she will be out of the team then

giving him reasons to study and strive hard to have good performance in

class. Thus, having extracurricular can be a benefit to anyone; it is just a

matter of time management.

17
 The concept of academic self-efficacy was devised by Albert Bandura.

Self-efficacy concept is defined “A conviction that one can successfully

execute the behavior required to produce outcome “(pg. 193). It has been

proven that students high in academic self-efficacy set higher academic

goals. A review of literature highlighted the importance of students study

habits and attitudes in their academic performance. According to Menzel,

cited by Rana and Kausar (2011), many students fail not because they lack

ability but because they do not have adequate study skills. Students who

have difficulty in college frequently do not have adequate study habits that

affect their academic achievement. A central problem noted was that many

of these students had not learned how to take effective notes and manage

time for studying (cited by Mutsotso S.N. &Abenga E.S., 2010).

In the study of Sarwaret. Et.al (2010), it was discovered that a

significant relationship between student attitudes and academic performance

exists. Another research found discrepancy between the study attitudes of

high and low-achieving students. High-achieving students had a more

positive attitude toward study in that they detected and reacted positively to

the favorable aspects of the situation they found themselves in, while the

low-achieving students tended to be fault-finders, reacting to the negative

aspects of study such as distractions and minor annoyances. The high-

achieving students found tertiary work an interesting challenge, accepted the

restrictions and conformed to the demands made upon them more readily,

while the low achievers appeared to lack high-level motivation. The more

18
successful group was also found to be more realistic and discriminating in

their assessment of those situations which were highly relevant to scholastic

achievement, such as discipline and work priorities, and they were better

organized in both their work and leisure activities.

The study of Osa-Edoh and Alutu (2012) which examined the

usefulness of imbibing in the students study habit, as a means of enhancing

their academic performance, revealed a high correlation between study

habits and students’ academic performance. This suggests that it is only

when students imbibe or cultivate proper study habits that their academic

performance can be improved upon.

The study of Fazal (2012) identified various study skills used by

learners and ascertain which study skills is more related to academic

achievement. Results of the study indicate significant relationship of time-

management skills, reading and note-taking skills with academic

achievement. Students with higher academic achievement used a wide range

of study skills as compared to students with lower academic achievement.

Another study was conducted using a Q factor analysis to understand

the study behavior and habits of undergraduate students. The Q factor

analysis was used to classify students as either proactive learners with well-

organized study behavior or disorganized procrastinators based on their self-

reported study behavior. Findings of the study showed a significant difference

19
in the academic performance of the two groups of students. Student type

was found to be a significant predictor of academic achievement beyond and

above students’ attribute variables (Yang, 2011).

Undergraduate nursing students also have similar demands combined

with a rigorous course load and clinical competency requirements (Jimenez,

Navia-Osorio, & Diaz, 2010).

On the other hand, According to Arnet (as cited in Fincham& Cui,

2011) "late adolescents" is the stage where teenagers experienced how to be

totally and socially independent. This is the time for curiosity & explorations

in choosing and having a partner, and explores this kind of curiosity that

somehow leads to romantic relationship.

However, this kind of relationship may not lead to a pleasant and

intense love affair. This is just a result of their inquisitive mind and a sort of

finding on how to fit into the world. “What is life all about?” Questions such

as these assume special significance during teenage years, as adolescents

seek to find their place in broader and social world. This quest takes

adolescents along several routes. Versus-role confusion stage marks a pivotal

point in psychosocial development, paving the way for continued growth and

the future development of personal relationship. In another way, romantic

relationship gives more negative effects on the academic performance of

adolescents.

20
 In some instances, nursing students tend to give more effort and time

to their partners rather than to their studies. Instead of considering their

partners as an inspiration, it leads to be their distraction and sometimes the

cause of their failures. But in some cases, being in a romantic relationship is

not as bad as what people think; there are still some relationships that exist

but still students are able to be doing well in class.

Gibbons, Dempster¸,and Moutray suggest that a certain amount of

stress or “eustress” is necessary for mental and physical wellbeing. Although

moderate amounts of stress may motivate and enhance performance, it is

well-documented that excess stress or “distress” negatively impacts students’

physical and mental health, self-efficacy, learning, persistence, and academic

success. Understanding the nature and causes of students’ stress is a

prerequisite to creating supportive learning environments called for by

nursing education leaders.

This paper reviews relevant literature on stress and its effects on

nursing students. Grounded in theory related to stress and human caring, the

paper focuses on stressors in the clinical environment including faculty-

student relationships and offers strategies for mitigating stress while

fostering the success and professional socialization of future nurses (

Gibbons, Dempster, and Moutray, 2009).

Oermann compared the perspectives of 211 associate degree nursing

(ADN) students and 204 baccalaureate nursing (BSN) students about their

21
clinical experiences. For both ADN and BSN students, stress increased as

students progressed through their program. The predominant stressor

identified by ADN students was the clinical instructor, while for BSN students

it was patient care, and then the clinical instructor. Relationships with clinical

faculty members and faculty behavior play a significant role in nursing

students’ experience of stress.

With these research studies, the researchers concluded that perceived

influence varies in different settings. It is also depends on how students

behave and how they are raised by their parents. Basing on the readings

above, perceived influence only contribute on the academic performance of

the students when the students itself let that factor affects him. Thus, giving

the researchers the idea that coping mechanism is very important to deal

with such factor.

The highest perceived influence that is tackled above is about study

habits of students. By all means, it gives the researchers a hint that student

discipline is very important regarding to their performance. But still study

should be conducted if that factor is also the factor that contributes highest

to the academic performance of student nurses. Because it can vary on what

kind of student you are, how you are raised, how the teacher teaches,

relationship with peers and romantic relationships.

22
 CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study employed a descriptive research design in obtaining the

essential data. It is used to describe the profile of the respondents, such as

the gender, age and the year level. The correlation method was used to

establish relationship between the perceived influence scale and the

academic performance of the respondents.

Research Locale

The College of Nursing in Salazar College of Science and Institute of

Technology located at N.Bacalso Avenue; Cebu City will be the research

locale. It is a private, non-sectarian educational institution.

The school which the researchers find as the most fitting environment

to conduct the research. The college offers courses in nursing both regular

and irregular students. As an institution of higher learning, it has produced

numerous graduates who are already successful in their fields of experiences

both local and international.

23
Research Respondents

The respondents of this study were chosen using simple random

sampling, specifically the fishbowl technique where all students of College of

Nursing from first year to fourth year are given an equal chance to be part of

the study but only a few are chosen.

Presently, there are at least students who are enrolled in the first

semester both regular and irregular. Regular students have 26 units of

academic subject while the irregular students have a minimum of 12 units of

academic subjects.

Research Instrument

In order to get reliable information, the researchers will use a survey

questionnaire as a mode of data collection for the most influential factor of

the academic performance of the student nurses.

The tool consists of three parts. The first pertains to elicit information

on the profile of the respondents in terms of age, sex, year level, civil status,

enrollment status, employment status of the parents and primary benefactor.

Part two consists of the five influencing factors namely, study habits,

family, peer group, teachers and relationship, which consists of forty-three

statements of the said factors. Responses are presented in a five-point like-

24
type scale with the corresponding responses namely: 5, always; 4, often; 2,

sometimes; 1, never.

Part three consists of three statements for the academic performance

of the student. Responses are present in an empty box that will be check by

the respondents for the researcher to identify their performance in class.

RESEARH FLOWCHART

Perceived influences of Academic Performance

of student Nurse in Salazar College of Science
and Institute of Technology

Primary Data
(Identification of the Respondents, Obtained Permissions)

Survey Questionnaire

Data Encoded, Summarized and Tabulated

Data Analysis and Results Interpretation

Figure 2. Illustration of the Data Gathering procedure for the

formulation of Perceived Influence on Academic Performance of the Nursing

Students of SCSIT.

25
Data Gathering Procedure

The above flowchart tells us on how data was determined. The Primary

Data will be obtain thru the enrolment report to check and identify the

prospective respondents of the study. Permissions will be done from the

respective Department Head of the College of Nursing to conduct the study.

All respondents will be ask to sign an inform consent indicating their

voluntary participation of the study. Handling of checklist will be personally

administered during the respondents’ vacant time for at least 20-30 minutes.

Next, it will be significantly asked the assistance and cooperation of the

institution in order to derive a desirable outcome of the study. Retrieval of all

accomplished checklists will be done after a day. After the survey

questionnaire will be collected, it will now be subject for encoding,

summarizing and tabulating of the data for statistical interpretation and

analysis. The data will be then analyze and interpreted according to its

category and will determine answers on the statement of the problem

stipulated in this study.

Data Treatment

The formula that follows is utilized to analyze the data that are

gathered, which is percentage and mean or average and frequency is also

used to count the number of nursing graduates who were able to be

employed as a nurse, employed in other industries or underemployed, un-

26
employed and self – employed. This is the numerical research-made

questionnaire.

Formula for the percentage:

P (∑x/N)100

Where: P = Percentage value

∑x = sum of respondents who are working as nurses.

N = total number of respondents

100 = constant multiplier

Likert’s Scale:

Never = 1.0 – 1.9; not important at all, strongly disagree

Sometimes = 2.0 – 2.5; neutral to the statement

Often = 2.51 – 3.5; important, agree to the statement

Always = 3.6 – 4.0; most important, strongly agree to the statement

27
 Chapter IV

DATA ANALYSIS AND INTERPRETATION

This chapter describes the data collected, its analysis are pictured in

graphs and tables and interpretation.

I. Profile of Respondents

Table 1.1 Percentages of Ages of Respondent

Age are Range (Years) Frequency Percentage

15-20 8 27%

20-25 12 40%

25-30 6 20%

30 and above 4 13%

30 – Total no. of Respondents

Based upon the records, the highest number of respondents is from

the age categories of 20-25 years old the percentage is 40%. The second is

15-20 years old the percentage is 27% followed with a percentage of 20%

categories of 25-30. Lastly the lowest number of the respondents is aged

between 30 above got a percentage of 13% the data shows that the

majority of our respondents are mostly young adults. As per Tumangday

(2000) described adolescent as a youth who love luxury have bad manners,

28
have contempt for authority, no respect for older people and talk nonsense

when they should work. Young people do not stand up any longer when

adults enter the room. Adolescents should continue to do some good study

habits and that culture should remain within.

Table 1.2 Gender of Respondent

Gender Category Frequency Percentage

Female 22 73%

Male 8 27%

30 – Total no. of Respondents

The highest number of respondent of all gender categories of Female

has a percentage of 73% and the lowest numbers of respondents were Male

and have a percentage of 27%. As per research done by Borde, showed that

gender did not play a role in academic performance. Another study by Meece

and Jones, also revealed that gender differences did not influence students’

standardized science test scores. Gender nowadays, should not be

categorized or a basis of success. Anyone with their preference can do more

of the things that can increase their performances.

29
Table 1.3 Education Levels of Respondents

Year Level Category Frequency Percentage

ST
1 year 0 0%

nd
2 year 5 17%

rd
3 year 6 20%

th
4 year 19 63%

30 – Total no. of Respondents

In the year level category the highest percentage of all respondents is

th rd
4 year level the percentage is 63%. The second is 3 year level with the

nd
percentage of 20% followed with the percentage of 17% category of 2 year

st
level lastly the 1 year level got the lowest number of respondents they got

a percentage of 0% the data shows that the majority of our response are the

th
4 year. According to Durden and Ellis quoted Staffolani and Bratti, (2002)

observed that “the measurement of students previous educational outcomes

are the most important indicators of students future achievement, this refers

that as the higher previous appearance, better the student’s academic

performance in future endeavors’. In this matter, student nurses needs to

make sure that they will be able to graduate on time and should dream more

for their future.

30
 The study of Fazal (2012) identified various study skills used by

learners and ascertain which study skills is more related to academic

achievement. Results of the study indicate significant relationship of time-

management skills, reading and notetaking skills with academic

achievement. Students with higher academic achievement used a wide range

of study skills as compared to students with lower academic achievement.

Table 1.4 Civil Statuses of Respondents

Civil Status Category Frequency Percentage

Single 28 93%

Married 2 7%

30 – Total no. of Respondents

Most respondents were Single with a percentage of 93% and 7% of

the respondents is Married. On the other hand, According to Arnet (as cited

in Fincham& Cui, 2011) "late adolescents" is the stage where teenagers

experienced how to be totally and socially independent. This is the time for

curiosity & explorations in choosing and having a partner, and explores this

kind of curiosity that somehow leads to romantic relationship. This

constitutes that the more independent the student is, the more that they

could build and achieve their goals.

31
Table 1.5 Enrollment Status

Enrollment Status Frequency Percentage

Category

Regular 18 43%

Irregular 17 57%

30 – Total no. of Respondents

The highest enrollment statuses of all the category from the

respondents are irregular students who got 57% and while the lowest are the

regular students who got 43%. In relation to this, according to Menzel, cited

by Rana and Kausar (2011), many students fail not because they lack ability

but because they do not have adequate study skills. Students who have

difficulty in college frequently do not have adequate study habits that affect

their academic achievement. A central problem noted was that many of these

students had not learned how to take effective notes and manage time for

studying (cited by Mutsotso S.N. &Abenga E.S., 2010). This is somehow

applicable to the status of the enrolment of the school in which most of our

students enrolled have failed the courses taken in the other school but this

should not be an issue nor a problem since what they need only is the

guidance and ensuring that they will be able to pass.

32
Table 1.6 Employment Status of Parents

Employment Status of Frequency Percentage

Parents Category

Employed 3 10%

Unemployed 27 90%

30 – Total no. of Respondents

The data above showed that 90% of the employment status of

parent’s category has not been employed while only 10% of the group has

been connected to any work activities. Graetz (1995) conducted a study on

socio- economic status of the parents of students and concluded that the

socio economic background has a great impact on student’s academic

performance. It has been main source of educational imbalance among

students and students’ academic success. However, in the case of the

respondents, as of the moment they have relied on their parent’s income and

that a special attention should be given to the working students as well.

Table 1.7 Primary Benefactors

Primary Benefactor Frequency Percentage

Category

Parents 20 67%

Relatives 10 33%

33
 30 – Total no. of Respondents

It is no longer new to us that the parents would really be the primary

benefactor of the studies of the students with 67%. Meanwhile, there are

students that have been sponsored by their relatives with 33% on this study.

Previous research of Jennifer Chun-Li Chen (2005) about “Factors Affecting

the Academic Performance of Primary Students” stated that students’

perception of academic support from parents, teachers and peers

simultaneously affects their academic performance. In her study, the

strongest influence is exerted by the teachers; next in line are the parents.

Knowing that the Chinese culture teachers are very well respected, it seems

to be reasonable enough to find that teacher support came out to be the

strongest. Parents support still play an important role in students’

performance. Regarding to these findings, it is very important to promote

teacher practices and parent involvement to help students cope with their

low performances and do better.

Table 1.8 Scholar

Scholar Category Frequency Percentage

Yes 0 0%

No 30 100%

30 – Total no. of Respondents

34
 With SCSIT College of nursing, scholarship has not been applied

to any student nurses with 100% result. Thus, students have to put the

greatest effort in their study to obtain good grades and to prepare

themselves for future opportunities in their career at the same time to fulfill

the employer’s demand.

Table 1.9 Working Students

Working Student Frequency Percentage

Category

Yes 1 3%

No 29 97%

30 – Total no. of Respondents

For this category, the working students that we refer to are the

students working outside the school premises but continue their studies. In

this data, most of the students are not working with 97% while only 3% or 1

in 30 has been employed. According to Marquez (2009) also pointed out that

a student who is successful in his desired career has good study habits. In

line with this, she stated that students should apply these habits to all of

their classes. She also suggested that the students should not try to study all

35
the subjects in a single period. In this study, it has been known that one

should commit on the career chosen.

II. Questionnaire on Perceived Influence

This section presents the results interprets the data gathered from the

students of BS Nursing at Salazar Colleges of Science and Institute of

Technology in determining factors or influences affecting academic

performance of Student Nurses in the said institution.

The statements on the tables that will be presented may refer to

Appendix B1 of this study for easy reference.

Table 2.1 Level of Study Habits as Perceived by the Students

Study Weighted
Interpretation
Habits Mean

Q1 3.06 Often
Q2 3 Often
Q3 2.86 Often
Q4 3.03 Often
Q5 3.23 Often
Q6 2.9 Often
Q7 2.83 Often
Q8 2.73 Often
TOTAL 2.955 Often

Overall, the extent of study habits as perceived by the students

themselves gained an “often” result with an overall weighted mean of 2.955.

36
Among each situational/action statements or items given, the item “I study

harder to improve my performance when I get low grades” ranked first with

an average weighted mean of 3.23 but the item “I see to it that

extracurricular activities do not hamper my studies” got the lowest extent of

study habits of the nursing students. According to Robert Bjork and fellow PT

blogger Nate Kornell have explored some of the study habits of college

students in a 2007 paper in Psychonomic Bulletin & Review. Research on

memory provides a number of important suggestions about the most

effective ways to study. One of the most important tips is that students

should study by testing themselves rather than just reading over the

material. It is also important to study over a period of days rather waiting

until the last minute to study. Kornell and Bjork's studies suggest that only

about 2/3 of college students routinely quiz themselves, and a majority of

students study only one time for upcoming exams (Markman 2012). These

findings are consistent with this study’s findings wherein it was discovered

that among factors related to study habits; the indicator ‘I only study when

there is a quiz’ came out as the most impactful.

The table 2.2 describes the personal condition and has four criteria’s

that influenced the performance of the students namely: if they are sleepy

and hungry in the class, uses eye glasses and no hearing aid.

37
 Table 2.2 Level of Personal Condition as Perceived by the Students

Personal Weighted
Interpretation
Condition Mean

Q1 2.53 Often
Q2 2.3 Sometimes
Q3 2.73 Often
Q4 2.4 Sometimes
TOTAL 2.49 Sometimes

With the table presented above, the personal condition was rated with

the average mean of 2.49 and referred to as sometimes. This simply means

that the performance of the students sometimes might be affected with their

personal traits/behaviors or if they are using any hard materials such as eye

glasses or hearing aid in their studies. According to Fredriksen, Rhodes,

Reddy, and Way (2004) conducted a longitudinal study on the effects of

adolescent sleep loss during middle school. The participants’ sleep loss had a

relationship with more depressive symptoms, lower self-esteem, and lower

grades. Wolfson and Carskadon (1998, p. 1) agreed and said, “The way

adolescents sleep critically influences their ability to think, behave, and feel

during daytime hours.” These findings are in alignment with the present

study’s findings whereby feeling sleepy in class deemed to be the most

impactful on academic performance among the personal conditions category.

Being hungry in class came in first in the subset. This is supported by

previous research conducted by Deloitte and released by Share Our Strength

which shows that, on average, students who eat school breakfast achieve

38
17.5% higher scores on standardized math tests, attend 1.5 more days of

school per year. Students who attend class more regularly are 20% more

likely to graduate from high school.

Table 2.3 Level of Home Related Aspect as Perceived by the Students

Home
Weighted
Related Interpretation
Mean
Aspect
Q1 2.83 Often
Q2 2.6 Often
Q3 2.43 Sometimes
Q4 2.76 Often
Q5 3.16 Often
TOTAL 2.756 Often

The table above shows that the students have to do too much in their

households with 3.16 as a result. In average, the question number 3 “I don’t

live with my parents” got the lowest in ranking. According to research,

Parents’ involvement has been defined and measured in multiple ways,

including activities that parents engage in at home and at school and positive

attitudes parents have towards education. Several studies found that

increased frequency of activities were associated with higher levels of child

misbehavior in the classroom (Schlee, Mullis and Schriner, 2008, Carter and

Winsler, 2008; Mehrafza 2004).

39
 Table 2.4 Level of School Related Aspect as Perceived by the Students

School
Weighted
Related Interpretation
Mean
Aspect
Q1 2.06 Sometimes
Q2 2.83 Often
Q3 2.83 Often
Q4 2.36 Sometimes
Q5 2.7 Often
TOTAL 2.556 Often

The table 2.4 below describes the rating of school related issues or

challenges often affects their performances with mean average of 2.756 and

2.556 respectively. Zappala (2002) quoted Sparkles (1999) whose findings

showed that school environment and teachers’ expectations from their

students also have strong influence on student performance. This is

consistent with the present study’s findings whereby it was found that

availability of school programs, library references, comfortable classrooms

and fast internet access were all deemed to be of high impact by the student

nurses on their academic performance. Moreover, Kwesiga (2002) approved

that performance of the students is also influenced by the school in which

they studied; however, he also asserted that the number of facilities a school

offers usually determine the quality of the school, which in turn affect the

performance and accomplishment of its students. Sentamu (2003) argue that

schools influence educational process in content organization, teacher and

teaching learning and in the end evaluation of all. All these educationists and

40
researchers agreed with the principle that schools put strong effect on

academic performance and educational attainment of students.

Table 2.6 Extent of Teacher’s Personality Traits

Weighted
Teacher Interpretation
Mean

Q1 2.93 Often
Q2 2.8 Often
Q3 2.76 Often
Q4 2.7 Often
Q5 2.56 Often
Q6 2.6 Often
Q7 2.53 Often
Q8 2.43 Sometimes
Q9 2.46 Sometimes
TOTAL 2.64 Often

The table reveals that the teachers often have mastery of the subject

with an average weighted mean of 2.93. It was followed by the fact that

teachers often discuss many topics in a short period of time with an average

weighted mean of 2.8. The results show as well that teachers often used

audio or visual aids in facilitation and often give too much memory work. But

it shows that sometimes the teacher is frequently out/ absent in class or

sometimes late. According to Leano (2004) believed that the school should

be the implementer of change and the pupils are the agents and end-users of

change. A classroom teacher should be alert to catch the distinguishable

behaviors after displayed by the pupils such as acts of aggression namely:

noisiness, teasing, unnecessary talking, quarrelling, disorderliness, outbursts,

41
being domineering, critical of others, resentful of criticism; acts of

delinquency such as being untruthful, destructiveness, cutting classes, taking

articles that belong to others, and disobedience; withdrawing behavior

consisting of shyness, neglect of schoolwork, unsociable behaviors;

noncompliant behaviors such as untidiness and ignoring simple school rules.

In addition, Teachers’ effectiveness has been accepted as a

multidimensional construct since it measures a variety of different aspects of

teaching such as: subject mastery, effective communication, lesson

preparation and presentation (Onyeachu, 1996).

Bangbade (2004) found that out that teachers’ attribute have

significant relationship with students’ academic performance. Such attributes

according to Bangbade (2004) include teachers’ knowledge of the subject

matter, communication ability, emotional stability, good human relationship

and interest in the job. This is in support of the present study’s findings

which show that teacher-related factors were deemed to be the most

impactful category of factors that pose an impact on student nurses’

academic performance. Rena (2000) further explained that for students to

perform well in any examination one of the prerequisites is that their

teachers must know them and have profound knowledge of their state of

physical, intellectual and psychological readiness.

42
III. Academic Performance

Most of the students answered the questionnaire with the median

score as Fair with the ratings within the range of 2.6-3.0. The grades

presented are the means of the grades of students-respondents in final

period submitted by the teachers of the College of Nursing.

Table 3. Academic Performance

Grades Frequency Percentage

1.0 – 1.3 3 10%

1.4 – 1.9 6 20%

2.0 – 2.5 8 40%

2.6 – 3.0 15 50%

5.0 0 0%

According to Minnesota (2007) “the higher education performance is

depends upon the academic performance of graduate students. Durden and

Ellis quoted Staffolani and Bratti, (2002) who observed that “the

measurement of students previous educational outcomes are the most

important indicators of students future achievement; this refers that the

higher the previous appearance, the better will the student’s academic

performance in future endeavors be. With this, we could imply that the factor

does not affect their performances academically. Students do have the

43
perception that as long as their grade is passing and not fail then everything

will be good.

This reveals that the mean performance of students in SCSIT was fair

and that students would pass the courses enrolled. Only few of the students

got a very good or good grades and the rest has a fair result.

Table 4. Significant Relationship between the Influencing Factors and

Academic Performance

Variables Df t value t Computed Interpretation

Perceived
Influencing 6 2.2074 0.0694 Not Significant
Factors

The table reveals that the perceived influence factors do not affect the

Academic performance of the Students of Salazar Colleges of Science and

Institute of Technology.

44
 Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings; the conclusions made

and the recommendations offered.

SUMMARY OF FINDINGS

The following were the significant findings of the study:

1. There are no significant relationships between the profile and the

influencing factors, profile and academic performance, and influencing

factor and academic performance.

2. With the average weighted mean presented in Chapter IV, it revealed

that the results show that the set of factors with the highest influence

on the academic performance of student nurses are the study habits

with the highest mean. It is followed by home-related aspects and

teachers traits, both rated respectively as highly impactful.

Conversely, the set of factors with low impacts are personal conditions

and school-related aspects and peer groups.

CONCLUSION

Based from the findings, it was concluded that there is no significant

relationship between the Respondents’ Perceived Influenced of Academic

Performance. But even though, there were lots of factors that influence the

45
academic performance of the student nurses, they have maintained their

grades with a passing rate. It did not play as a hindrance to the academic

performances of the student nurses but can play an impact with their daily

living that needs to be addressed properly.

RECOMMENDATIONS

Based on the summary and the limitation of this study, the

researchers recommend the following:

1. The Profile of the Students in the Institution upon enrolment should be

considered as it may play an important role in studying Nursing as

their profession.

2. The Institution should improve the learner’s resource area like the

library and e-library to accommodate students’ needs in their studies

so that they will be able to get high grades. The College should

monitor the students in their academic performances thru constant

evaluation to know the problems / challenges encountered by their

students at least twice in a semester.

3. The College of Nursing Faculty should give an Individual Learning

Activities with their students to enhance their knowledge on the

specific course.

4. The researcher suggests also that the Institution should have a

dormitory for the students to live nearby as it secondly affect their

attendance and performance and that teachers should have a mastery

of the subject and not to discuss many topics in a short period of time.

46
 BIBLIOGRAPHY

A. Books

Bangbade, J (2004). "Effects of subject matter knowledge in the teaching

and learning of Biology and Physic". Teaching and Teacher Education:

109-102.

Binay-an, Lorna M (2005). Academic Performance of grade III and IV

pupils from Multigrade and Monograde Classes in Kapangan

District.

Chadya-as, Basilia P (2008). Factors Affecting Academic Performance of

the Intermediate Grade Pupils in Filipino at Easster College, Baguio

City.

Fredriksen, K., Rhodes, J., Reddy, R., & Way, N. (2004). Sleepless in

Chicago: Tracking the effects of adolescent sleep loss during the middle

school years. Child Development, 75(1), 84-95.

Kimiko Fujita. The Effects of Extracurricular Activities on the

Academic Performance of Junior High Students. 2009.

Wolfson, A. R., & Carskadon, M. A. (1998). Sleep schedules and

daytime functioning in adolescents. Child Development, 69(4),

875-887.

Zarei, A.A. (2008). On the Learn ability of three categories ofIdioms by

Iranian EFL learners. Journal of Humanities of the University of Kerman,

2(2), 82-100.

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B. Journals/ Websites

CANADA, Academic Advising Today. Retrieved September 2012,

fromfile:///D:/RRL/AcademicSupporforUndergraduateNursingStudentsPr

oactive Approach.htmlM. Shell. (2002) IEEEtran homepage on CTAN.

[Online].Available:http://www.ctan.org/texarchive/macros/latex/contrib

/supported/IEEEtran/.

EPIBook. Retrieved 2003 from

http://www.epi.org/publication/books_teacher_quality_execsum_intro/.

I.J. Modern Education and Computer Science, Published online January

2013 from http://www.mecs-press.org/.

Minnesota Measures (2007) Report on higher education performance.

Retrieved on May 24, 2008 from

www.opencongress.org/bill/110.s/642/show-139k.

Philippine News ASIAN JOURNAL San Diego. Retrieved Jan. 27, 2015, from

file:///D:/RRL/ASIANJOURNASanDiegooriginal.

TheAsianJournalinCa,USAFilipinoAmericanweekly.OnlineDigitalPrintEditi

ons.ht ml.

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2012fromhttps://www.psychologytoday.com/blog/ulteri

or-motives/201202/developing-good-study-habits-

really-works.

Research Journal in Organizational Psychology & Educational Studies

Retrieved 2013 from http://rjopes.

emergingresource.org/articles/STUDY%20HABITS%20NEW.pdf.

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Stud Home Comm Sci Retrieved 2009 from http://www.

krepublishers.com/02-Journals/.

Term Paper Warehouse Retrieved 4014

file:///D:/RRL/FactorsAffectingtheAcademicPerformanceofBstmSt

udents-CollegeEssay-Angelhikari26.html.

The New York Times Company published November 23, 1997from

file:///C:/Users/PC08/Desktop/research/ScientistSaysSleepyTe

en-AgersArentJustTired-NYTimes.com.htm.

University of Southern California Retrieved Dec 19, 2014, from

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cialSciencesResearchPaperLibGuidesatUniversityofSouthernCal

ornia.html.

URC Retrieved 2014 fromhttp://www.kon.org/urc/v7/flood.html.

49
 APPENDIX A

Letter of Transmittal Addressed to the

Respondents

May 21, 2018

CAROLINA B. TADLAS, RN, MAN

Dean College of Nursing

Salazar College of Science of Institute of Technology

Dear Dean,

We are conducting a research study entitled, “Perceived Influence of Academic

Performance of Student Nurses in Salazar College of Science of Institute of

Technology” in fulfillment of the requirements of the course introduction to nursing

research.

We are hoping for your full cooperation and outmost sincerity so that this study may

be of great benefit to our practice, to the institution community and most especially

to our clients. Your participation by way of answering the survey form will be very

much appreciated.

We assure you that all information gathered will be treated with outmost

confidentiality and anonymity.

Thank you very much for sharing us your precious time.

Respectfully,

SHERILYN FAYE P. TIPONTIPON

Research Leader

50
 Appendix A1

Transmittal Letter to the Respondents

August 31, 2018

CAROLINA B. TADLAS, RN, MAN

Dean College of Nursing

Salazar College of Science of Institute of Technology

Tittle:“ Perceived Influence of Academic Performance of Student Nurses in

Salazar College of Science of Institute of Technology ”

Dear Respondents:

We are the nursing student of Salazar Institute of Technology. To fulfill our

requirements for research, we will conduct descriptive survey for our research.

We would like to ask permission for you to answer our questionnaire that is helpful

to our research study. Your cooperation is highly appreciated for us.

Thank you for taking the time to answer this questionnaire.

Sincerely Yours,

The Researchers

Sherilyn Faye P.Tipontipon

51
 Appendix B

CONSENT FORM

I have read the consent and recognized that my participation in this study is

voluntary. I understand that any in resulting in this study will be strictly

confidential.

I agree to participate in this study.

Respondents Name and Signature/ Date

52
 Appendix B1

Research Instrument

Questionnaire

Perceived Influence of Academic Performance of Student Nurse

I. Profile of the Respondent

Age: _____________ Sex: Female Male

Year Level: ________

Civil Status: Single Married Widowed

Enrollment Status: Regular Irregular

Employment Status of Parents: Employed Unemployed

Primary benefactor: Parents Relative

Scholar: Yes No

Working Student: Yes No

II. Questionnaire on Perceived Influence

Direction: Kindly answer this questionnaire with sincerity and honesty

using the code below. Check the column of the desired answer.

Scale Interpretation

4– Always

3– Often

2 – Sometimes

1 – Never

53
 4 3 2 1

Study Habits

1. I do my assignment regularly.
2. I exert more effort when I do difficult
assignment.
3. I spend my vacant time in doing assignment
or studying my lessons.
4. I study and prepared for quizzes and test.

5. I study harder to improve my performance

when I get low grades.
6. I spend less time with my friends during
school days to concentrate more on my
studies.
7. I prefer finishing my study and assignment
first before watching television program.
8. I see to it that extracurricular activities do
not hamper my studies.
Home-Related Aspect

1. I live far from school.

2. I live near the school.

3. I don’t live with my parents.

4. Both my parents are working.

5. I do too much households.

School-Related Aspect

1. The time schedule.

2. There are school programs.

3. There are available library references for

assignment.
4. Classroom is comfortable for learning.

5. There is fast internet access in the library.

6. There is enough space in the library.

54
 7. Location of classroom.

Teacher

1. Teacher has mastery of the subject.

2. Teacher discusses many topics in a short

period of time.
3. Teacher uses audio/visual aids.

4. Teacher gives too much memory work.

5. Teacher provides various activities.

6. Teacher uses lecture method only.

7. Teacher always scolds students.

8. Teacher is frequently out/absent in class.

9. Teacher is always late.

Personal Condition

1. Feeling sleepy in class.

2. Feeling hungry in class.

3. Difficulty in seeing

4. Difficulty in hearing.

III. Academic Performance

1.0 - 1.3 EXCELLENT

1.4 - 1.9 VERY GOOD

2.0 - 2.5 GOOD

2.6 - 3.0 FAIR

5.0 FAILURE

55
 APPENDIX B2

Schedule of Activities

Activities 2018

Jan. Feb. March Apr. May Aug. Sept. Oct. Nov. Dec.

Introduction

Literature review

Research
methodology

Questionnaire
preparation

Distribution of
questionnaires

Responses
collection

Analysis of data

Questionnaire
administration

Findings

Conclusion and
recommendations

56
CURRICULUM VITAE

57
58