Teaching Characteristics of Nurse Educator

And Learning Process among nursing students

A Thesis
Presented to the Faculty of Graduate School
Golden Gate Colleges, Batangas City


In Partial fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN NURSING


Maria Isabel A. Andal


2

CHAPTER 1
THE PROBLEM: ITS BACKGROUND AND RATIONALE
Introduction
Teaching is a complex act that requires the integration of many skills. When educating
nursing students, a balance is needed between the knowledge obtained in theory
class and application of that knowledge in the clinical setting (Zabat Kan & Stabler-
Haas, 2009). Clinical teaching is even more complex than traditional didactic instruction
because of the increased responsibility for patient safety as well as student learning.
Unlike traditional teaching, learning does not happen in the classroom, but instead
happens in a health care facility. A variety of skills are required that may or may not be
ensured by competence in a clinical specialization area. Although many new faculty
members have expertise in their clinical area of practice , they may not initially have the
ability to convey that proficiency to their students. The reasons are two fold. Generally,
they do not have formal training and supervision in teaching (Beres, 2006; National
League for Nursing, 2006), and they are thrown into unplanned activities where there is
limited control over the factors that affect student learning (Benner, Sutphen, Leonard &
Day (2010)To create a positive learning environment for nursing students, a lot of hard
work goes into the development and practice of clinical teaching. Not only do clinical
instructors need to organize clinical experience~ but they also facilitate learning. Clinical
teaching is considered a facilitative activity that is shared between the student, the
clinical instructor, and the nursing . staff much of the teaching occurs while the students
is giving direct patient care. Faculty interactions occur with individuals and small groups
3

of students. Learning moments like these cannot be constructed, scripted, or even
predicted. Instead, they arise spontaneously and are short-lived. Faculty must make the
most of these opportunities and be prepared to take advantage of them (Benner et al.,
2010). Clinical instructors also need to spend time orienting to the clinical facility,
developing clinical rotations and assignments, and must orient students to the facility,
the electronic charting system, and to the equipment that may be used. They also travel
to and from the clinical site, plan and facilitate clinical pre and post conferences, review
written care plans and data packets for accuracy and to assess student understanding.
In addition, they evaluate and provide feedback on student performance and problem
solving techniques in the clinical agency, serve as a professional role model, and
monitor students who are in jeopardy of giving un safe care. The clinical instructor will
also intervene if a patient's condition deteriorates un-expectedly or if the student
encounters problems that are beyond their expertise (Beres, 2006; NLN, 2005b; Oer
mann, 2008).
Purpose and significance of the study
The researcher believes the study will benefit the following sectors:
Clinical teaching. is an important aspect of the nursing education. Through clinical
teaching that students learn how to apply the abstract concepts of nursing into situation
that are specific and concrete to acquire the characteristics and values that are needed
in this professional role.
Clinical Instructors.To have a better understanding and appreciation of their legitimate
roles in teaching students and in reducing the gap between research and practice as
they develop their students competencies.
4

Nursing Students. They are exposed to an environment that is unfamiliar where there
are variety of patients with different diagnoses and care regimens, for which the
students may or may not have sufficient knowledge. therefore it is of utmost importance
to use best practices in orienting newly hired clinical faculty.
Future researcher. To conduct more action researches based from the findings of this
study other variables can be tested such as nursing students or nursing educator and
other health team members in dessiminating health information to patients requiring
home care.
Research Impediments/ constraints
Generalization is limited by small sample size and limited geographic area only in
Batangas Province. Student participation is voluntary; therefore, there is the potential for
only those with either positive or negative clinical teaching experiences who may
volunteer. Also this time decrease the enrollees of nursing students so possible the
respondents must be little compare to my expectation of my respondents.






5

CHAPTER II
THE RESEARCH QUESTION
Related literature
The Process of Preparing Clinicians for the Role of a Clinical Instructor
To better understand the process of preparing for a clinical instructor role,review Of the
literature was performed. According to Tanner (2006), clinical education has, for the
most, remained unchanged for the past 40 years. In the Carnegie Report of
2010,Benner et aI. States that the reason for this is that the focus has been on.
developing nursing research and not on preparing future faculty for teaching in the
complex practice of nursing. The report goes on to say that there should be major
emphasis on bringing classroom and clinical closer together. Therefore, it is time for
change, but the change needs to be centered on best practices in teaching and learning
that combine the knowledge obtained in theory class and the practical application of
that knowledge in the clinical setting (Benner et ai, 2010).
Knowing that change is necessary, it is interesting to note that the literature review
found that limited research exists concerning the process of educating clinicians for the
role of a clinical nurse instructor. Zabat Kan and Stabler-Haas (2009) state that what is
missing in the literature is a hands-on real-world guide that assists faculty in the
transition from staff nursing to clinical educator. Even though there is limited research
about how clinical instructors prepared,there were three themes that emerged from the
data, exploring the new role ,embracing the novice and the mentoring process.

6

Exploring the New Role
While exploring the new role of a clinical nurse instructor, a common theme throughout
the literature was the belief that if one has clinical expertise in their practice,they can
move easily into the role of nurse educator and that teaching should come naturally
(Beres, 2006; Cangelosi, Crocker & Sorrell., 2009; Sawatzky & Enns, 2009)
When nurses change their area of practice where they have already gained expertise
into a new area, they no longer have the expertise they once had. Once again they
become novices and need to acquire a new skill set (Benner et al., 2010). Benner et ale
(2010) goes on to say that novices learn best when they are in a structured learning
environment, and need to incorporate new strategies as they learn the new skills that
are needed for a clinical nurse educator.
Unfortunately, many who were trying to make the transition from an area of clinical
expertise to nurse educator only had a vague idea of the educator role, all that it will
entail, and the time commitment needed to be successful (Cangelosi et aI., 2009; Zabat
Kan & Stabler-Haas, 2009). As a result, these nurses felt like they were leaving their
comfort zone and forging ahead somewhat blindly because of their love for teaching
and their desire to share what they love. When the new role of clinical educator is
clarified, and training and guidance are provided,the transition is easier (Cangelosi et
al., 2009; Zabat Kan & Stabler-Haas, 2009).
Embracing the Novice
7

In order for these expert clinical nurses to move effectively into the role of nurse
educator, they must embrace the novice within. It should not be seen as a phase that is
to be endured, but rather as a journey from which "to learn from and return to"
(Cangelosi et aI., 2009, p. 369), and should encompass a lifetime. As one embraces the
novice role it allows the freedom of not knowing everything and affords the opportunity
to learn from the job itself and from others.
The Mentoring Process
8

When creating a self-care plan one resource that can be utilized is mentoring. The
literature reports that many new clinical instructors experienced fear, anxiety and
tension, and had no perception that they received any mentoring from their employer or
peers (Cangelosi et aI., 2009). Being a novice did not create the frustration, rather the
uncertainty of the process and how to go about obtaining the expertise needed as a
clinical nurse educator. It may, therefore, be necessary for others to aid new instructors
in the preparation of their new roles and responsibilities of teaching. Watson's theory of
caring is a good link in caring for the new clinical instructor. Watson (1988) indicated
that caring represents the moral ideal and is the central core ofnursing and nursing
education. Therefore, the educative experience requires caring faculty. One tool that is
that is used to aid new faculty with the transition process is mentoring. Mentoring is an
essential element that can provide new clinical instructors with a solid foundation.
According to the NLN (2006), mentorship is important for role socialization and should
be a part of the continuum as it plays a key factor in retaining faculty. Sometimes a
faculty member with more experience is assigned to guide new clinical instructors for a
few weeks so as to provide a venue for inquiries and support (NLN, 2006). Individual
needs vary greatly and some educators require more extensive orientation and/or
mentoring. However, Cangelosi et a1. (2009) stated that often there is not an organized
process that helps new faculty learn their new role as educator. As a result, many new
instructors are left to explore their own avenues for professional development. Beres
(2006) addressed the issue directly when she stated that, "Many novice instructors are
not provided with any substantial orientation or mentoring and are expected to
immediately undertake a full teaching load and 'hit the ground running' " (p. 143).
9

The problem of substantial orientation and mentoring was again brought to light through
thier personal experiences and informal personal interviews conducted over the past
two years with current clinical instructors from a variety of nursing programs. Many new
clinical instructors felt that because of the lack of orientation and mentoring it was very
difficult to maintain consistency in teaching and in grading paperwork, which led to
different interpretations of student competencies and grading. Part of the problem arises
from clinical staff turn over and trying to find adequate instructors at the last minute
which does not allow for proper training before clinical rotations start. Even though the
applicant may have a master's degree, they are not necessarily adequately prepared to
teach. The issue, however, is not just a matter of having short notice. More importantly,
it is an issue of funding and time which would allow for adequate orientation, mentoring,
and guidance in their teaching endeavor.
In order to help students learn the behaviors and skills that are necessary in the
increasingly complex and multifaceted nursing roles to meet the health care needs of a
diverse multicultural society, well-educated and well-trained nursing instructors are
needed. When new clinical faculty are provided a caring environment (Watson, 1988)
through mentoring and modeling (Erikson et al., 1983), faculty can consistently model
the desired attitudes and behaviors that are integral components of the nursing
education that help students to develop the maturity needed in their learning and
cognitive abilities


10

Related Studies
Patricia Benner conducted three studies using the dreyfus model of skill Acquisition
over a period of twenty-one years. Nurses with an image of experience and reported
skillfulness were interviewed, Each study used nurses narrative accounts of actual
clinical situation. A sub-sample of participant were observed and interviewed at work.
Theses extend the understanding of the dreyfus model to complex, undetermined, and
fast-paced practices.
The skill of involvement and the development of moral agency are linked with the
development of the expertise, and change as the practitioner become more skillfull.
Nurses who had some difficulty with understanding the ends of practice and difficulty
with their skills of interpersonal, and problems engagement did not progress to the level
of expertise. Then together, these studies demonstrate the usefulness of the dreyfus
model for understanding the learning needs and styles of learning at different level of
skill acquisition.
The study of Kathy Casey (2004) was about the experience of graduate nurse.
Graduate nurse experience stress transitioning from student to practicing professional
nurse, moving from a familiar educational; environment into workforce, where
expectations are too rapidly as a competent nurse. This study, identifies the stresses
and challenges experienced by cohorts of graduate nurses working in 6 acute care
hospitals, during specific timed data periods, to better understand factors that may
influence graduate nurses do not fell skilled, comfortable, and confident for as long as 1
11

year after being hired , highlighting the need for health care organizations to provide
extended orientation and support programs to facilitate successful entry to practice.
As cited in the study of Ireneo (2010) Benner and Tanner demonstrated how nurses use
intuition in expert clinical judgments. Six key aspects of intuitive judgment were
identified and discussed in a study that included 21 nurses who were identified by their
colleagues as experts. Nurses demonstrated their ability to make judgment by using
their intuitive expertise to recognizing patterns of relationships in situations similarities
between situations through common-sense understanding, by knowing how in a way
that is not definable in common scientific terms, by having a sense of silience ( that is
recognizing priorities), and by using deliberate rationally ( shifting perspectives for
better understanding).
The validity of the novice-to-expert model in describing actual clinical practice has been
supported by research (Benner, et al. 1996; Tabak, Bar- Tal, & Cohen-Mansfield, 1996).
Studies have shown that although prevailing conception of clinical judgment in nursing
is the diagnosis-r / Treatment model, which relies on explicit identification of patients
deficits and deliberation on and selection of treatment options., with experience nurses
become more involved, rather than more detached; they grasp the meaning of the
situation directly, rather than through analytic thinking (Benner, et all).
The study of Linda Andrews (2007) focused on the discussion of nursing shortages and
how new nurses make their journey from novice to expert. The paper discusses how the
transition from graduate to professional nurses is difficult and stressful. The paper
analyzes how new graduate nurses at a high risk for leaving the profession. The paper
12

examines how the hospitals or organization that employs nurses must support learning
programs with funding, expertise, and encouragement. The writer proposes that
orientation rp0ograms need to be longer and specially geared to the problems of new
nurses. The writer further argues that when
LOCAL STUDIES.
According to the study of Potter (2005), nurses should be knowledgeable enough with
the proper use of different machines and equipments. All devices should be properly
tested prior to use to prevent any possible harm to patient. Much time can be saved and
nursing actions can be done efficiently when all equipments and supplies are prepared
on hand prior to the start of nursing intervention.
On the other hand, according to kozier in fundamental of Nursing, Redman (2000),
health teaching is an essential nursing role. The earliest nursing leaders recognized the
importance of health teaching and through the years, it has grown in significance so that
today, health teaching is a pre-eminent part of nursing.
Theoretical Framework
The theoretical framework for this study was Albert Banduras social learning theory.
The social perspective of learning theorizes that human function occurs in a reciprocal
relationship with the environment in which there is interplay between ones personal
factors, the environment, and their behavior (Bandura, 1977). Learning is an internal
process that does not necessarily result in an immediate change in behavior. Learners
experience the environment and interpret it according to unique, internal, personal
13

factors then display behavior in response (Bandura, 1977). The resulting behavior then
has an effect on the environment and the cycle repeats. Therefore, it is important for
teachers to ascertain what learners perceive about the environment and how they
interpret it (Braungart & Braungart, 2008). The aspects of social learning theory that are
particularly germane to this study are reciprocal determination, modeling, and self-
efficacy.
This study is anchored on the theory of Benners Stages of clinical competence (1984)
as cited in the book of Patricia Benner From Novice to Expert : Excellence and Power in
Clinical Nursing Practice 3
rd
edition (2006). This theory provides a framework that when
developed into clinical practice or career promotion ladder, facilities personal staff
development by building on the skills set and experience of each practitioner. Benner
identified five levels of competency in clinical nursing practice such as: novice,
advanced beginner, competent, proficient and expert. These different levels reflect
changes in three general aspects of skilled performance. A. one is a movement from
reliance on abstract principles to the use of past concrete experience as paradigms; b. a
change in the learners perception of the demand situation, in which the situation is seen
less and less as a compilation of equally relevant bits and more and more as a
complete whole in which only certain parts are relevant and c. a passage from detached
observation to involved performer. The performer no longer stands outside the situation
but is now engaged in the situation.
Novice have had no experience of the situations in which they areexpected to
perform. Novices are thought rules to help them perform . The rules are context free
and independent of specific cases; hence the rules tend to be applied universally. The
14

rule- governed behavior typical of the novice is extremely limited and inflexible. As such
,novices have no life experience in the application of rules. Just tell me what I need to
do and Ill do it. They have insufficient planning which based on theoretical and critical
study of the problem, having no recurring (frequent or habitual) meaning situations
which they can apply in similar cases to facilitate immediate intervention. They just
perceives situations as chopped up parts or aspect of care rather than as wholes
scenario or as holistic view and have little situational observation, hence basic learning
from school tends to be applied.
Advanced Beginners. Are those who can demonstrate marginally acceptable
performance, those who have coped with enough real situation to note or to have
pointed out to them by a mentor, the recurring meaningful situational components.
These components require prior experience in actual situations for recognition.
Principles to guide actions begin to be formulated. The principles are based on
experience.
Competence. Typified by the nurse who has been on the job in the same or similar
situations two or three years, develops when the nurse begins to see his or her actions
in terms of long-range goals or plans of which one is consciously aware. For the
competent nurse, a plan establishes a perspective, and plan is based on considerable
conscious, abstract, analytic contemplation of the problem. The conscious deliberate
planning that is characteristics of this skill level helps achieve efficiency and
organization. The competent nurse lacks the speed and flexibility of the proficient nurse
but does have a feeling of mastery and the ability to cope with and manage the many
contingencies of clinical nursing. The competent person does not yet have enough
15

experience to recognize a situation in terms of an overall picture or in terms of which
aspects are most salient, most important.
Proficient Performer. Perceives situations as wholes rather than in terms of chopped
up parts or aspects, and performance is guided by maxims. Proficient nurses
understand a situation as a whole because they perceive its meaning in terms of long
term goals. The proficient nurse learns from experience what typical events to expect in
a given situation and how plans need to be modified in response to these events. The
proficient nurse can now recognize when the expected normal picture does not
materialize. This holistics understandings improves the proficient nurses decision
making; it becomes less labored because the nurse now has a perspective on which of
the many existing attributes and aspects in the present situation are the important ones.
The proficient nurses maxims as guides which reflect what would appear to the
competent or novice performer as unintelligible nuances of the situation; they can mean
one thing at one time and quite another thing later.Once one has a deep understanding
of the situation overall, however, the maxim provides direction as to what must be taken
into account. Maxims reflect nuances of the situation.
Expert Performer no longer relies on analytic principle (rule, guideline, maxim) to
connect her or his understanding of the situation to an appropriate action. The expert
nurse, with an enormous background of experience, now has an intuitive grasp of each
situation and zeroes in on the accurate region of the problem without wasteful
consideration of a large range of unfruitful, alternative diagnoses and solutions. The
expert operates from a deep understanding of the total situation. The chess master, for
instance, when asked why he or she made a particularly masterful move, will just say.
16

Because it felt right; his or her performance becomes fluid and flexible and highly
proficient. This is not to say that the expert never uses analytic tools. Highly skilled
analytic ability is necessary for those situations with which the nurse has had no
previous experience. Analytic tools are also necessary for those times when the expert
gets a grasp of the situation and then finds that events and behaviors are not accuring
as expected . When alternative perspectives are not available to the clinician, the only
way out of a wrong grasp of the problem is by using analytic problem solving.
In 1986, Hubert and Stuart dreyfus proposed a model of skill acquisition that posited
five progressive stages of development: Novice, Advance beginner, competent,
Proficient and expert. According to this model, as individuals begin learning a skill, they
first master the rules governing the situation and then how and when to apply them. As
their level of skill improves, they tend to rely less and less on these rules, and can
handle more complex situations with facility. At the higher levels of skills development,
actions stem more from intuition than simply applying rules and accepted standards. At
these levels, individuals perceive patterns in the situations they encounter and
reflexively know what actions arte appropriate. An important assumption of the Dreyfus
model as noted by (Benner 1984) is that with experience and master skill is
transformed. As a result of this transformation one brings improved skill to their
performance. Dreyfus point out that formal structural models and decision models
cannot account for actual observable clinical performance in practice. Benner (1984)
emphasizes that an interpretative approach of describing nursing practice is inherent
about clinical practice in holistic, rapid decision making captured in the context of the
clinical setting.
17

Research Questionaire
The study aims to determine characteristics of novice nurse educator and then effects
on the learning process of level 3 student
Specifically, this study will answer the following questions:
1.Demographic profile of nurse educators
a.Age
b.Gender
c.Civil Status
d.Monthly Income
e.Educational Background
2.To what extent do nurse educator performed the following teaching characteristics?
a. knowledge
b. skills
c. professional value
3. Is there a difference between nurse educators and nursing students perception of
characteristics of educators that affect student learning outcomes?
4. Is there a relationship in the teaching characteristics of nurse educators when
grouped according to demographic profile.
18

Hypothesis
HO. 1There is no significant differences between the novice nurse educator and nursing
students perception of characteristics of educators that affect students learning
outcomes.
HO.2 There is no significant relationship between in the teaching characteristics of
nurse educators when according to demographic profile.
Research Paradigm









Figure 1. Relationship of demographic profile, effective characteristics of nurses
educator to the learning outcomes for nursing students.
Profile of the respondents
Age
Gender
Civil status
Monthly income
Educational
background

effectiveness of the
following
characteristics of the
novice nurse
educator
a. Knowledge
b. Skills
c. values
Learning
outcomes for
nursing students
19

The paradigm explain how the demographic profile and characteristic of nurse educator
affect to the learning for nursing students. In the study of demographic profile of the
respondents was identified how they are affected to the characteristics of nurse
educator according to their age, gender, civil status, educational background, and
monthly income when it comes in learning of the students.
Assumption
Respondents will answer the questions in an honest manner.
DEFINITION OF TERMS
For deeper meaning and clearer understanding of this research it is conceptually and
operationally define the context of a whole investigation.
Clinical experience. An planned situation in which students interact with patients to
apply the nursing process. The clinical experience is inclusive of simulation and must
involve variables that are unknown to students during preparation activities, eg. a case
study in which all information is available would not be considered clinical experience.
Clinical learning. A process that is able to be known to learners and allows students to
use what has been learned in a clinical experience in subsequent experience.
Clinical teaching. Actions, activities, and verbalizations of the clinical instructor which
facilitate student learning in the clinical setting (OShea & Parsons, 1979, p. 411).
Clinical Instructor. A registered nurse who has been delegated responsibility for
planning, conducting, and evaluating clinical experiences with nursing students. This
term is used interchangeably with teacher by the nursing profession.
Learning . A new experience (which) alters some unobservable mental processes than
20

may or may not be manifested by a change in behavior or performance (Billings &
Halstead,2009,p.190).






CHAPTER III

RESEARCH METHODOLOGY
Research Design
This study used the descriptive correlational type of research to determine the nurse
educator teaching characteristics among nursing students.Correlational research
examine the extent of relationship in the teaching characteristics of nurse educators
when grouped according to demographic profile.
Descriptive correlational design serves as framework for exploring relationship for
exploring relationships for clinical research studies because many of the phenomena of
clinical interest are beyond the researchers ability to manipulate, controland
ramdomized(Tan 2011).

21

Subject of the Study and Sampling Procedures
The respondents of the study are the level III and IV nursing students and nurse
educators who will be the key to know the teaching characteristics and learning process
of nurse educator in College of Nursing, Private school in Batangas City. A 100%
sampling was used in making this study. This sampling design was used since the
population was small. All clinical instructors employed by the college of nursing,private
school,participated in the study.
Setting of the Study
The setting for this study was in College of Nursing, Private School.located in Batangas
City.
Instrumentation
The research instrument was taken from several literature and studies and from
authorities.
In order together information and data which are essential in the analysis and
interpretation of the study. The researcher used self made questionnaire as the major
data gathering tool. The questionnaire was in a form of checklist.
There are two sets of questionnaire for nurse educator and for nursing students. The
first part contained in the question was regarding in the demographic profile of the
respondents (nurse educator) such us age, sex, civil status,mothly income and
educational background. The second part of the questionnaire was as nurse educator
perception themselves and for students evaluation for their teacher.
22

Validation of Instrumentation
Research instruments were best assessed for their validity and reliability by means of
pre test or dry run before the actually study. It is the trial of study (Tan,2011).
In the study a pretesting of instruments was done and administered to five instructors
and 10 nursing students level III and IV from other college who were not part of the
actual study participants. The results pretest were used to modify or revised the final
draft of the questionnaire. Results of the pretest were excluded from the data
processing. Pre testing was deemed necessary to ensure the correct language and to
check the comprehensibility and readability of the instruments. The researcher also
consulted experts in research to validate the questionnaire.
Data Gathering Procedure
A formal letter was forwarded to all private school, college of nursing in Batangas City
requesting the permission to conduct the study. After the approval the questionnaire
was administered personally by the researcher among selected respondents.
Along with the administration of the survey, interview and observations of key
informants was also conducted to supplement the data gathered. Retrieval of the self
accomplished questionnaires followed. Result was tabulated and computed with the
assistance of the statistician.
Ethical Consideration
Ethical considerations for the participants used in this study were maintained using
several processes including right to self-determination, right to full disclosure, principle
23

of respect, right to fair treatment, right to privacy and informed consent. A discussion of
how each of these rights was conducted follows. The researchers intention was to
promote a trustful relationship with all participants to gain precise, rich information
without negative impact on the interviewees. The research process involved the
recruitment of volunteers or participants for the study and the participants were notified
of the studys purpose (Bloomberg & Volpe, 2008). Although it was likely that no serious
ethical threats were posed to any of the participants or to their well-being, this
researcher employed a variety of safeguards to ensure the protection and rights of each
participant. To ensure full disclosure, the researcher either contacted the potential
participant by email, phone or in person to describe the nature and purpose of the
study, their right to refuse participation, the researcher responsibilities and likely risks
and benefits of participating in the study. During this time, the researcher clarified the
participants right to ask questions, refuse to give information, to ask for clarification and
to terminate their participation in the study at any time. The manner in which the
researcher presented the information to the participant was accomplished in order to
ensure lack of coercion. A written, informed consent was obtained from each participant
prior to their participation in the study. The researcher requested a signature to verify
each participants understanding. This document assured that participation of the
interviewees was entirely voluntary and proper names of the participants would not be
revealed. Participants were also informed that they could refuse to answer any question
or withdraw from the interview at any time. All data collected became the property of the
researcher, and excerpts from the interviews were part of the final research study.
24

A formal letter was forwarded to the College of Nursing in Batangas City,requesting a
permission to conduct the study, after the approval, the questionnaire was administered
personally by the researcher among selected respondents.
Along with the administration of the survey, interview and observation of key informants
was also conducted to supplement the data gathered .retrieval of the self accomplished
questionnaires followed. Results was tabulated and computed with the assistance of the
statistician.
Data analysis plan
The studycollected from selected respondents were organized and summarized into
numerical data by means of descriptive statistics and inferential techniques.
Furthermore statistical techniques used in the solution to the problem raised were
percentage distribution, weighted mean, and ranking. To test the hypothesis chi square
was used.
1. Percentage distribution was used to determine the relationship between the
frequency rate of respondents according to age, sex, civil status, monthly
income,length of service and educational attainment in form of percentage rate.
Formula is:
Percentage (%)=____F_____ x 100
N
Where:
F= frequency of each indicator
N= total number of respondents
25

100= constant multiplier to come up with the percentage
2. Ranking-was used to determine the order of decreasing or increasing magnitude
of variables. The largest frequency is ranked as 1, the second as 2 and so on.
3. Weighted mean refers to overall average of the responses of the respondents in
the study. This was computed by giving different weights to choices in order to
have a clear and better interpretation of data.
Formula:
WM={fw
N
{ = summative sign
F = frequency of response per unit weight
N = total number of respondents
W = weight assigned
Unit weight weighted mean verbal interpretation
4 3.51 4.50 always
3 2.51 - 3.50 sometimes
2 1.51 2.50 seldom
1 0.50 1.50 never
4. Chi square was used to test the hypothesis
Formula
Where Oi is the observed frequency for bin I and Ei is the expected
frequency for bin i.The expected fre


26



Chapter IV