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ë Researchers have proven that academic

performance of students is affected by
several factors.
ë The academic performance of a student
could be a good determinant of how well
a student will handle himself when he is
already out in the field and doing his own
line of work
ë Oiosystematics is defined as ³the science
through which life forms are discovered,
identified, described, named, classified
and catalogued, with their diversity, life
histories, living habits, roles in an
ecosystem, and spatial and geographical
distributions recorded.
ë This body of knowledge is included in the
curriculum of Oachelor of Science in
Oiology for Teachers (OSOT) students
ë The difference in the class schedules of
the two sections enrolled in the OSOT
program could mean that they have
different length of break times before the
said subject.
  




#

ë ½hat is the demographic profile of the

third year OSOT students in terms of:
ë age
ë gender
ë To what type of activity are third year
OSOT students involved most during
their break times before
Oiosystematics?
ë Ms there a significant relationship in the
demographic profile and the activities of
third year OSOT students?
ë ½hat is the level of learning and
academic performance of MMM
OSOT
and MMM O OSOT students in
Oiosystematics?
ë Ms there a significant relationship in the
type of activity the third year OSOT
students are engaged during break
times and their learning and academic
performance in Oiosystematics?
 O




ë articipants
ë 40 students from two sections that are
presently enrolled in the third year OSOT
program and taking up Oiosystematics
ë MMM
OSOT
ë MMM O OSOT
ë rocedure
ë Each of the respondents was given a
survey form
ë Categories of
ctivities
ë a.) academic
ë b.) nonacademic
ë c.) OTHERS
ë Oeasurements
ë demographic profiles and preferred
activity of the respondents from each
group were treated through obtaining
their frequency (f) and percentage (%
ë The used of hi coefficient is necessary
in knowing the relationship of the
respondents¶ demographic profile and
their chosen category of activities during
break times
ë Rules for hi coefficient Mnterpretation

ë 0.7 to 0.3 weak negative association.

ë 1.0 to 0.7 strong negative association.
ë 0.3 to +0.3 little or no association.
ë +0.3 to +0.7 weak positive association.
ë +0.7 to +1.0 strong positive association.
ë Mn determining the level of learning and
academic performance of each group of
respondents in Oiosystematics course,
measures of variability mean (X) and
standard deviation (SD) will be used in
analyzing the scores of the respondents
in the questionnaire.
ë Eta correlation ratio will be used in
determining the relationship of the
activities of the respondents during break
times and their academic performance or
learning represented by the respondents¶
scores in the questionnaire given.
ë Eta value close to +1 or 1 is said to be
significant.
3

$

Table 1. Frequency table of the Genders
Of Respondents from MMM
OSOT

nd MMM O OSOT
Gender
? % Cumulative ercent

male 4 20.0 20.0

female 16 80.0 100.0
Total 20 100.0
Frequency table of
ge of Frequency table of
ge of
Respondents from Respondents from
MMM
OSOT MMM O OSOT

Cumulativ Cumulativ

ge f %
ge f %
e ercent e ercent

17 1 5.0 5.0 18 10 50.0 50.0

18 12 60.0 65.0 19 6 30.0 80.0

19 6 30.0 95.0 20 3 15.0 95.0

21 1 5.0 100.0 23 1 5.0 100.0

Total 20 100.0 Total 20 100.0

 Frequency table of the Frequency table of the
Category of Category of

ctivities of MMM
OSOT
ctivities of MMM
OSOT
during Oreak times during Oreak times
Cumulat Cumulat
Category ? % ive Category ? % ive
ercent ercent

academic 3 15.0 15.0 academic 16 80.0 80.0

non non
2 10.0 25.0 1 5.0 85.0
academic academic

others 15 75.0 100.0 others 3 15.0 100.0

100. 100.
Total 20 Total 20
0 0
 Table of Scores of MMM
OSOT

Scores Frequency ercent Cumulative ercent

7 2 10.0 10.0
8 1 5.0 15.0
10 5 25.0 40.0
11 6 30.0 70.0
12 2 10.0 80.0
13 1 5.0 85.0
14 1 5.0 90.0
15 2 10.0 100.0

Total 20 100.0
 Table of Scores of MMM O OSOT

Scores Frequency ercent Cumulative ercent

10 2 10.0 10.0
11 2 10.0 20.0
12 4 20.0 40.0
13 4 20.0 60.0
14 4 20.0 80.0
16 3 15.0 95.0
17 1 5.0 100.0

Total 20 100.0
ë mean obtained in the computation of
these data scores from MMM
OSOT is
10.25
ë mean of the scores obtained by MMM O
OSOT which is 13.15
ë standard deviation of the scores of the
two groups, MMM
OSOT got s=2.212,
while MMM O OSOT got s=2.007
ë hi coefficient
ë MMM
OSOT data
ë Mn processing this value in the relation of
gender to activity, we would obtain a
value of +0.306 or +0.3. This value
entails that there is a weak positive
association or relationship in the gender
of the students and their chosen category
of activity during break time.
ë Mn doing the age¶s relationship to activity, we
would get a value of +0.658 or +0.7. This
means that there is a strong positive
relationship in the age of the respondents and
their activity during break times.
ë MMM O OSOT
ë phi coefficient value on the relationship of
activity versus gender is +0.522 or +0.5 which
means that there is also a weak positive
association between the gender of the students
and their chosen category of activity during
break time
ë phi value of activity versus age of this
same section is +0.674 or +0.7 which
also means that there is a strong positive
relationship in the age of the respondents
and their activity during break times.
ë Eta correlation coefficient
ë The value of eta coefficient is 0.493 or
0.5 which is somehow, close to the value
of +1
ë This means that there is a significant
relationship between the activities of
students in break time and their scores in
the exam
 


ë ½e can therefore say that there is a weak

but somehow positive relationship between
the gender and the activity and a strong and
positive relationship in the age and activity
of the respondents from the two sections.
ë there is a significant relationship in the
chosen category of activity of students and
their academic performance in
Oiosystematics
 3
  

ë M recommend that this research should

have involved three groups instead of
only two groups.
ë The questionnaire should have consisted
also of questions that measures and
challenges higher thinking skills of the
students instead of having questions that
are of identification type.
ë The result of this study implies that
longer hours of break times does not
necessarily help the students in
improving their academic performance in
school because it only gives them the
opportunity to wander around and do
things that are not related to their studies.
Thank you
for
Listening!!
ë there is a significant relationship in the
chosen category of activity of students
and their academic performance in
Oiosystematics