THE FACTORS AFFECTING THE LEVEL III NURSING

STUDENTS’ ACADEMIC PERFORMANCE IN SCHOOL

An Undergraduate Thesis

Presented to

the College of Nursing

Centro Escolar University

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Science in Nursing

by

Ma. Venessa V. Delfin

Helen Marie O. Hernandez
Maria Nerissa P. Mijares
Alexandra Camille D. Reyes
Xyneth Keith M. Viray

February 2010
 CHAPTER 1

The Problem and Its Setting

Introduction

The nursing education is an exigent and moving pursuit that taxes its students’

time and energy. Nursing is a profession that aims to promote the integrity and

wholeness of man1. It is, by fact, a value-laden profession.

Nursing students are faced with all sorts of pressure. From the time they bear

the title of a student nurse to the time they carry with their name the initials, R.N., they

find themselves enmeshed in the most complex situations and conflicts.

Considering the fact that the nursing profession is at most like the medical

profession, nurses find it difficult to cope with the devouring stress they experience.

Nursing, as it is spoken of, safeguards the dignity of man by preserving life. Nurses are

trained and programmed to avoid the slightest mistakes, for one could accidentally take

life away and cost them their very own licenses2.

According to research, several factors play interrelated roles in determining the

academic performance of nursing students. Take for an example the third year of the

nursing course. During this time, students are confronted with troubles that are

absolutely foreign to their mind and novel to their knowledge. With these things, it is

plainly conceivable to recognize the reasons behind numerous failures, drop-outs,

absenteeism, and misdemeanors.

Stress3, in the form of a demanding curriculum, can impact the academic

performance of any student. It can bring about either a positive or negative outcome.

Often, it leads to exhaustion4 - a blackout, a breakdown of the faculties which leaves no

option but to draw back and withdraw from everything. On the contrary, it can result to a
more driven and pursuant outlook5, which will definitely work out on the part of the

student.

Besides the consuming pressure coming from the curriculum itself, there are still

a lot of factors contributing to the decline and blossoming performance of the students.

Self-determined expectations, as well those from the encircling society, supply the

distinct pressure nursing students get.

It is essential for nursing students to delineate the factors that continuously and

directly affect their academic performance. Knowing what to improve on is just the first

step to making a great leap for change.

Theoretical Framework

The schematic diagram is a combination of five theories, namely: Kolb’s Theory

on Experiential Learning, Vroom’s Expectancy Theory, Locke’s Goal Setting Theory,

Porter / Lawler’s Theory on Extrinsic and Intrinsic Rewards, and Malhi’s Empowering

Cycle of High Self-Esteem. All theories seek to explain, one way or the other, the

factors that impact academic performance.

According to Kolb, “Learning is the process whereby knowledge is created

through the transformation of experience6.” The four-stage learning cycle shows how

experience is translated through reflection into concepts, which in turn are used as

guides for active experimentation and the choice of new experiences. The first

stage, concrete experience, is where the learner actively experiences an activity such as

a lab session or field work. The second stage, reflective observation, is when the learner

consciously reflects back on that experience. The third stage, abstract conceptualization,

is where the learner attempts to conceptualize a theory or model of what is observed.

The fourth stage, active experimentation, is where the learner is trying to plan how to

test a model or theory or plan for a forthcoming experience.

Assimilated in the stage of abstract conceptualization is the setting of challenging

goals. According to Locke, “Having a goal that is too easy is not a motivating force7.”

Certainly, hard goals are more motivating than easy ones, because it is much more of an

accomplishment to achieve something that you have to work for. Just imagine telling

someone "Try hard" or "Do your best" and "Try to get more than 80% correct" or

"Concentrate on beating your best time." Which would you think is more effective? Less

effective?

Locke also outlined the five principles of goal setting – clarity, challenge,

commitment, feedback, and task complexity. Establishing challenging goals will

stimulate a more focused and sustained effort. This effort is constantly affected by
factors like intrinsic and extrinsic rewards. Porter and Lawler believe that “The effort

expended to accomplish a task is determined by the perceived value of rewards that will

result from finishing the task and the probability that those rewards will materialize 8.” If

you think you will be well compensated, or otherwise rewarded for achieving a

challenging goal, it will boost your enthusiasm and your drive to get it done. Extrinsic

rewards include material incentives while intrinsic ones include a sense of self or a

sense of accomplishment. Besides rewards, the manner by which a person appraises

the need or urgency and importance of a task to be done affects his performance.

Consequently, stress factors also play a compelling role. Also, contributory to producing

a more focused and sustained effort are the opportunities presented, abilities held, and

availability of resources. Vroom believes that performance is based on individual factors

such as personality, skills, knowledge, experience and aptitude9. He proposes three

variables that account for motivation – expectancy, instrumentality and valence10.

Expectancy is the belief that increased effort will lead to increased performance.

Instrumentality is the belief that if you perform well that a valued outcome will be

received. Valence is the importance that the individual places upon the expected

outcome.

The deemed effort can yield a two-fold upshot. It can lead to peak performance,

otherwise, failure. On a note where Malhi quoted, “The relationship between self-

esteem and academic achievement is bidirectional; causation flows in both directions.

Self-esteem and academic achievement directly influence each other11.” High self-

esteem is reinforced when there is a sense of achievement. Low-self esteem, on the

other hand, results from unaccomplished goals and mediocre performance.

From failure, the cycle goes back to Kolb’s fourth stage, active experimentation.

This enables the person to weigh options and test for new grounds to perfect the same

experience that may transpire at a later time.

Statement of the Problem

The study will try to determine the factors affecting the academic performance

among third year nursing students enrolled in Centro Escolar University Makati during

the school year 2009 – 2010.

Particularly, it will seek to answer the following questions:

1. What is the profile of the third year students according to:

1.1 Age

1.2 Gender

1.3 Section

1.4 Type of high school graduated from

1.5 Previous general weighted average

1.6 Parents’ educational attainment

1.7 Socioeconomic status

2. What were the final grades of the students in the following minor subjects:

2.1 English 15

2.2 Health Economics

2.3 Nutrition

3. What are the current grades of the students in the following minor subjects:

3.1 English 16

3.2 Political Science

3.3 Computer 2C

4. What were the final grades of the students in the following major subjects:

4.1 NCM 101 – B

4.2 NCM 102

4.3 Pharmacology
 4.4 Community Health Development

5. What is the current grade of the students in the following major subject:

5.1 NCM 103

6. What is the attitude of the students about:

6.1 Self-concept

6.2 Study habits

6.3 Time management

6.4 Peer pressure

6.5 Parental and societal expectations

6.6 Motivation

6.7 Previous training / rearing and upbringing of children

6.8 Teaching strategies of professors

6.9 Bulk of instructional content

Significance of the Study

The research study “The Factors affecting the Level III Nursing students’

Performance in School” may aid in the identification of the students about their strengths

and weaknesses when it comes to school matters. One will be able to assess the

different contributory reasons why a particular student obtained a certain grade at

school. They will be able to identify which aspect they have overlooked and lacked. This

will help the students to focus more on these aspects, thus failure in a particular subject

and having low grades may be prevented.

This study will be beneficial in the improvement of the students’ performance and

grades. This will benefit not just the current Level III Nursing students but also the

incoming ones.
 This study will lay down a good foundation for the progress in the passing rate of

the Nursing Board Examination, thus raising the credibility of future registered nurses.

In addition, the teachers and clinical instructors will be facilitated to improve their

teaching strategies to provide education to the students in a comprehensible manner.

The professors will be able to recognize teaching methodologies and strategies

appropriate for conducive learning. They will also be able to assess if their current

teaching approach is effective and suitable at the present condition.

The advantage of this study for the school is to help develop not only the

academic performances of level III BSN students but as well as all the students in other

courses, mentors, and overall educational facilities of the institution that will encourage

students to give importance to their studies.

It will aid parents to determine appropriate study habits and present a good

motivation for their children to excel in academics. They may set an environment that will

be conducive for the students’ willingness to learn. Also, it can give an insight for guiding

the children towards education and growth.

For future researchers, this study gives additional knowledge and would

persuade them to have replication or extend the study for further information.

Scope, Delimitations and Limitations of the Study

This study covers the factors affecting the Level III BSN students’ academic

performance in school namely: Self-concept, study habits, time management, peer

pressure, parental and societal expectations, motivation, previous training / rearing and

upbringing of children, teaching strategies of professors, and bulk of instructional

content.

It focuses more on the personal habits and environmental issues that may

contribute and affect a third year nursing student’s academic grades. It aims to pinpoint
the areas of less concern of most third year nursing students; on how to improve these

specified areas is beyond the scope of this research.

This study, however, will not discuss the ways on how a third year nursing

student can adapt with the lessons in school. This study will only involve third year

college students of nursing.

Definition of Terms

Listed below are some of the terminologies used by the researchers throughout

the entire study.

Academics. These are college or university courses and studies. 12

Competition. It is a contention of two or more for the same object or for

superiority; a rivalry. 13

Exhaustion. This pertains to the state of being exhausted or deprivation of

strength or energy. 14

Goal. This refers to a point toward which effort or movement is directed or the

end aimed at. 15

Learning. This refers to the process wherein knowledge is obtained by study or

from an institution. 16

Nurse. This pertains to a person who cares for the sick, wounded or enfeebled,

especiallt one who makes a profession of it. 17

Self-esteem. This is defined a a good opinion of oneself. 18

Stress. This includes any mentally or emotionally disruptive or upsetting condition

occurring in response to adverse external influences and is capable of affecting the

physical health. 19
 NOTES
1
Barbara Kozier et al., Fundamentals of Nursing, 7th ed. (New Jersey: Pearson
Education Inc., 2004), 7-8.
2
Kozier et al., 57-61.
3
Suzanne C. Smeltzer et al., Brunner and Suddarth’s Textbook of Medical-
Surgical Nursing, Vol. 1, 11th ed. (USA: Lippincott Williams and Wilkins, 2008), 92.
4
Smeltzer et al., 94
5
Smeltzer et al., 94
6
David A. Kolb, Experiential Learning: Experience as the Source of Learning and
Development (New Jersey: Prentice Hall Inc., 1984), n.pag.
7
Edwin A. Locke and Gary P. Latham, “Building a Practically Useful Theory of
Goal Setting and Task Motivation: A 35-Year Odyssey,” American Psychologist (Sept
2002): 705-714
8
Cary L. Cooper, Classics in Management Thought, Vol. 1 (USA: Edward Elgar
Publishing, 2000), 385-392
9
Robert G. Isaac, Wilfred J. Zerbe, and Douglas C. Pitt, “Leadership and
Motivation: The Effective Application of Expectancy Theory,” Journal of Managerial
Issues (Summer 2001): 212-224
10
Leon Reinharth and Mahmoud A. Wahba, “Expectancy Theory as a Predictor of
Work Motivation, Effort Expenditure and Job Performance,” The Academy of
Management Journal (Sept 1975): 520-537
11
Reda Abouserie, “Self-esteem and achievement motivation as determinants of
students' approaches to studying,” Studies in Higher Education (Mar 1995): 19-26
12
“Academics,” The International Webster’s Comprehensive Dictionary of the
English Language.
13
“Competition,” The International Webster’s Comprehensive Dictionary of the
English Language.
14
“Exhaustion,” The International Webster’s Comprehensive Dictionary of the
English Language.
15
“Goal,” The International Webster’s Comprehensive Dictionary of the English
Language.
16
“Learning,” The International Webster’s Comprehensive Dictionary of the
English Language.
 17
“Nurse,” The International Webster’s Comprehensive Dictionary of the English
Language.
18
“Self-esteem,” The International Webster’s Comprehensive Dictionary of the
English Language.
19
“Stress,” The International Webster’s Comprehensive Dictionary of the English
Language.
 CHAPTER 2

Review of Related Literature and Studies

These articles and studies have been found by the researchers to be useful and

contributory to support this undergraduate thesis.

Local Literature

Allan Bernardo, Maria Guadalupe Salanga, and Karla Marie Aguas, in their

article Filipino Adolescent Students’ Conceptions of Learning Goals,1 summarized and

described a Filipino novel entitled America is in the Heart: A Personal History by Carlos

Bulosan. The excerpts from this semiautobiographical Filipino novel describe the

sacrifices that the family went through to send their son to school. The circumstances

described in this narrative are not atypical among Filipino families. It is within such

contexts that Filipino students who are fortunate enough to attend school define their

goals while studying. In recent decades, several goal theories that reflect a socio-

cognitive model of motivation have become very popular in the education psychology

research literature. Perhaps, the most popular of these are the various goal orientation

theories. These theories described in Western education context define the important

categories of goals and goal orientation and how such categories are related to different

learning behaviours and achievement outcomes.

Students who define their goals while studying are more motivated and perform

better in school than those who do not form their goals. If a student experiences family

or financial problems, chances are that student may do better academically because he

may look at it as a challenge and for him to be able to achieve success in the future, or

he may not do better in school because he may think of it as a stress and it may be a

hindrance to his performance.

 Another article identified the various problems of the nursing students and

pointing out that the main cause of these problems is a big amount of stress during their

life as a student. Nursing students, actually in a broad sense, all of the students’ faces

some series of challenges and stressors. But more likely, the nursing students are the

one who are in the center of experiencing stress. The stress maybe came from their

friends, professors, colleagues, family or relatives, and even relationships and

competition.2

The continuous activities making the students accumulated the burnout

behaviors which are characterized by reduction in their performance. And just like the

domino effect, everything else follows. The students are destined to feel slight health

failure, physical illness and emotional stress. There is also physical and psychological

symptoms of stress that are present in every nursing students that suffered pressure

such as irritability, inability to concentrate, insomnia, depression, muscular tension and

aches, palpitations, lack of appetite and others. But actually, not all the case of a nursing

student finds a negative response on the stress factor. There is the existence of the

arousal that at some point increases and improves the performance.

The early development of the concern among the nursing students should not

perish in their minds to defeat the stress that they are facing. A nursing student who is

specifically in a third year of education faces a trouble that maybe foreign to their mind

and new to their knowledge. But the serious case that arises in some observation is that,

the focus they have in the first years of their study is not that intense. Therefore, the

students must make their way to create a new passage to accelerate in their subject

matter.
Foreign Literature

Roger Yao Klomegah, in his article from College Student Journal, 3 discussed the

predictors of academic performances of university students. He explained that numerous

studies about factors associated with academic performance have identified contextual

and social characteristics of students as important factors. These factors include family,

peers, school, and community. Among family factors are low socioeconomic status,

minority status, single parenthood, step-parenthood, and family involvement. Peer

factors include lack of friends and involvement with peers with negative attitudes.

Examples of school factors are school climate, size of school, lack of counselling for at-

risk students, alienated teachers, and low participation in extracurricular activities. In

terms of community factors, lack of community resources and low socioeconomic status

has been documented as examples.

He also mentioned that previous studies have also documented two psychosocial

factors, locus of control and self-efficacy, as important predictors of academic

performance of college students.4 Locus of control is the personal belief about the extent

to which one's behaviors influence a specific outcome.5 Self-efficacy is a personal

judgment about one's ability to perform requisite actions in order to achieve specific

outcomes.6 In both cases, the outcomes refer to academic performance.

Alicia Potolsky, Jayne Cohen, and Coleen Saylor, in their article from Nursing
7
Education Perspectives, mentioned that Brennan, Best, and Small tracked the

academic performance of students from high school to prerequisite university courses to

nursing school. They found that students who fell behind in the first two years of nursing

school had significantly lower mean high school and prerequisite course grades. These

researchers also suggested that counselling be made available.

 This means that previous academic performance can affect and has a

relationship with college school performance. So they recommended that previous

academic performance be, used in student selection.

Local Studies

An undergraduate thesis by Giselle Ann Aguas, et. al. stated that the study habits

indicated academic performance especially in tests. A good study habits and having

good attitude will you a lot to learn more. Study habits can be impacted by the teachers,

the student alone, or both. The involvement of teacher and student will imply the

atmosphere for the educational environment and development. The more cohesive the

relationship between any teacher and any student, the greater the ability of the teacher

to encourage academic motivation in the student and to obtain the student’s compliance

with standards of in- school conduct.8

An optimistic self-concept and a helpful study habits has a great implication on

the academic performance of students. They are able to determine their priorities in

order to obtain an organized learning strategy, and to provide focus to the students to

excel in school. Furthermore, teachers also affect on how the students are motivated to

study and on how they acquire discussions and demonstrations in a simple manner.

Students are learners and they are committed to achieving an educational goal and have

a desire to learn. They are receptive to the teachings and guidance of the mentor. Active

participation of the students is necessary to assess the development of their

performances.

The study conducted by Dela Cruz, et. al. mentioned that the students who feel

about themselves and their abilities positively are the ones who are most likely to

succeed. Conversely, it appeared that to those who see themselves and their abilities in
a negative fashion usually fail to achieve good grades. Academic success and failures

appears to be as deeply rooted in concepts of the self as it is measured mental ability.9

Also, the researchers believed that using self – report inventories, sex

differences do seem to influence the relationship between the self and achievement

primarily in the area of underachievement. Male underachievers tend to have more self-

concept than female underachievers. The success of an individual attains in the

development and use of her or his aptitudes is bound to influence that person’s

emotional adjustment, interpersonal relationship and self-concept.

In relation to the present study, it determines the factors that can affect academic

performance of the students and as above stated, gender difference is one factor. Every

individual has its own learning strategy that needs to be improved to lessen incidence of

failure especially on nursing students. Through identifying the factors, the students are

evaluated on how they deal with these reasons and their way of coping.

Pasao researched about being the self as a composite of thoughts and feelings

which constitute a person’s awareness of his individual existence, his conception of who

and what he is. The self includes the constant nature of the individual plus all the

conditioned by time and space that is changeable.10

Perception can be changed of maybe affected by many causes. Some of these

are competence in one’s environment, intelligence, achievement, and the environmental

intervention which is appropriate to the present study.

Foreign Studies

Today's college students are less prepared for college-level work than their

predecessors. Once they get to college, they tend to spend fewer hours studying while

spending more hours working, some even full time.11 In this study, the authors examined

the effect of both time spent studying and time spent working on academic performance.
The authors further evaluated the interaction of motivation and ability with study time and

its effect on academic performance. The results suggested that non-ability variables like

motivation and study time significantly interact with ability to influence academic

performance. Contrary to popular belief, the amount of time spent studying or at work

had no direct influence on academic performance.12

This research is related to our present study because one of the purposes of our

study is to assess the relationship of students’ attitude towards time management and its

effects to their academic performance.

Glen I. Earthman, in her study on the “School Facility Conditions and Student

Academic Achievement,” concluded that school building design features and

components have been proven to have a measurable influence upon student learning.

Among the influential features and components are those impacting temperature,

lighting, acoustics and age. Researcher has found a negative impact upon student’s

performance in buildings where deficiencies in any of these features exist. In addition,

overcrowded school buildings and classrooms have been found to be a negative

influence upon student performance, especially for minority students.

Ethnographic and perception studies indicate that poor school facilities negatively

impact teacher’s effectiveness and performance, and therefore have a negative impact

on student performance.13

These studies are related to our present research in a way that their findings

proved that school facility conditions had an effect to the academic performance of

students. Their findings may also be one of the factors that may affect the academic

performance of our respondents.

Karen Seashore Louis, conducted a study on the “Implications of Teacher

Empowerment for Instructional Practice and Student Academic Performance.” This study
investigates teacher empowerment in schools that have at least four years of experience

with some form of decentralized or school-based management. Based on the

assumption that participation in school decision-making can enhance teachers’

commitment, expertise, and, ultimately, student achievement, we hypothesize a positive

relationship between empowerment and student performance through the linkages of

school organization for instruction and pedagogical quality. The data we use to examine

empowerment are drawn from a sample of 24 restructuring elementary, middle, and high

schools—8 schools at each grade level. Most of the schools are urban, representing 16

states and 22 school districts. Data sources include teacher surveys, ratings of

pedagogical quality, assessments of student academic performance, and case studies

based on interviews and observations; the primary method of analysis is hierarchical

linear modelling (HLM). The results suggest: (1) Overall, empowerment appears to be an

important but not sufficient condition of obtaining real changes in teachers’ ways of

working and their instructional practices; (2) The effects of empowerment on classroom

practice vary depending on the domain in which teacher influence is focused; (3)

Teacher empowerment affects pedagogical quality and student academic performance

indirectly through school organization for instruction.14

Previous study is related to our current study in such a way that students’ attitude

towards the teaching strategies of professors is one of the factors that we assume may

affect the academic performance of students.

In a more informal survey of 60 young people,15 the primary sources of tension

and trouble for teens and their friends were: relationships with friends and family; the

pressure of expectations from self and others; pressure at school from teachers,

coaches, grades and homework; financial pressures; and tragedy in the lives of family

and friends.
 Most teenagers respond to stressful events in their lives by doing something

relaxing, trying positive and self-reliant problem solving or seeking friendship and

support from others. Common examples include listening to music, trying to make their

own decisions, daydreaming, trying to figure out solutions, keeping up friendships,

watching television and being close to people they care about. These behaviours are

appropriate for adolescents who are trying to become independent, take responsibility

for them, and draw on friends and family support.16

The implication of the study to the present research is that adolescence use

coping strategies in order to deal with stress. The stressors are those factors that affect

the academic performance of students. The activities done depend on the learner on

how it affects them; it may either be a positive or negative approach. Relaxing is one of

the most preferred therapy to cope with stress.

 NOTES
1
Allan Bernardo, Maria Guadalupe Salanga, & Karla Marie Aguas, What the West

Can Learn From the East (Chapter 8 Filipino Adolescent Students’ Conceptions of

Learning Goals) (n.p, 2008), 169.

2
http://ivythesis.typepad.com/term_paper_topics/2009/09/factors-affecting-the-

academic-performance-of-third-year-nursing-students-of-the-laguna-college.html
3
Roger Yao Klomegah, “Predictors of Academic Performance of University

Students: An Application of the Goal Efficacy Model,” College Student Journal (June 1,

2007): 27.
4
Findley & Cooper, 1983; Kernis, 1984; Zimmerman & Bandura, 1994; Niemiec,

Sikorski, & Walberg, 1996; Cook, 1997; Wiest, 2001; and North Central Regional

Educational Laboratory, 2004.

5
Rotter, 1966.
6
Bandura, 1977.
7
Alicia Potolsky, Jayne Cohen, & Coleen Saylor, “Academic Performance of

Nursing Students: Do Pre-requisite Grades and Tutoring Make a Difference?” Nursing

Education Perspectives (Sept. 1, 2003).

8
Giselle Ann Aguas, et al., “Self-Concept as Correlates of Study Habits and

Attitudes Among Fourth Year Affluent,” (Undergraduate Thesis, Centro Escolar

University, Gill Puyat, Makati, 2006).

9
Katherine N. Dela Cruz, et al., “The Relationship of Self-Concept on Mental

Ability and Academic Performance of Grade Three Pupils of Queen of Angels Learning

Center,” (Undergraduate Thesis, Colegio de San Juan de Letran, Intramuros, Manila,

2000), 12-13.
 10
Myrna M. Pasao, “Self-Concept: A Conceptual and Methodological Study in the

Philippine Context,” (Undergraduate Thesis, University of the Phillipines, Diliman,

Quezon City, 1979), 9.

11
D. T. Smart, C. A. Kelley, & J. S. Conant, 1999.
12
http://escholarship.org/uc/item/5sw56439
13
Glen I. Earthman, “School Facility Conditions and Student Academic

Achievement,” (Oct. 2000).

14
Karen Seashore Louis, “Implications of Teacher Empowerment for Instructional

Practice and Student Academic Performance,” (Aug. 1999).

15
Walker, 1985
16
http://www.stress-prevention.org/189401506
 CHAPTER 3

Methods and Procedure

This chapter discusses the methodology of the study that will be used in the

determination of factors affecting the academic performance of Level III nursing students

of Centro Escolar University, Gil Puyat, Makati.

Research Methodology

The researchers will use the intervention method in presenting the data that will

be gathered from 156 respondents or 75% of the Level III nursing students of Centro

Escolar University, Gil Puyat, Makati.

The intervention-type study shows how a particular method is expected to

influence one or more outcomes. This method will be used to assess the factors

affecting the academic performance of level 3 nursing students of Centro Escolar

University, Gil Puyat, Makati.

Subjects of the Study

The subjects of the study will be the BSN Level III students of Centro Escolar

University Makati campus Batch 2011, both men and women. The Level III Batch 2011

currently has 6 sections and a total population of 208 students. Only 26 students per

section will be randomly selected as respondents. A total of 156 respondents will be

selected out of the 208 Level III students. The chosen respondents comprise 75% of the

total population of the Level III Batch 2011.

 Section Selected respondents
A 26/38
B 26/36
C 26/31
D 26/36
E 26/33
F 26/34
TOTAL 156/208 = 75%

Sampling Technique

The researchers will use the purposive type of sampling and will employ the

Sloven’s Formula, taking 156 students, 26 respondents per section, or 75% of the

population for the study. Using the indicated sample population, the researchers find

that their study will bear an accurate outcome.

Procedure of Data Gathering

The researchers will use the questionnaire in gathering data from the

respondents. They will divide the questionnaire into three parts: Part I which aims to

obtain the profile of the respondents regarding name (optional), age, gender, section,

type of high school graduated from, previous general weighted average, parent’s

educational attainment, and socioeconomic status; Part II which aims to determine the

final and current grades of students in their minor and major subjects; Part III which aims

to determine the attitude of students regarding study habits, time management, peer

pressure, parental expectations, teaching strategies of professors, and bulk of

instructional content.

Copies of questionnaire, stated in Filipino, shall be distributed to one hundred

fifty six (156) selected respondents, third year BSN students studying at Centro Escolar

University, Makati. Accomplished copies shall be retrieved, at most thirty (30) minutes

after their distribution.

 The data to be gathered shall be arranged in quantitative form and expressed in

frequencies and proportion.

The questionnaire shall be pre-tested by distributing copies to the selected third

year BSN students studying at Centro Escolar University, Makati who shall not be

included in the actual survey.

Statistical Treatment of Data

The researchers decided to use the following formulas to be utilized in data

gathering.

The use of Sloven’s Formula was utilized in the formula of:

N = N / 1 + Ne2

Where:

n = sample size

N = total population

e = level of confidence (.01 to .05)

Frequency distribution: A distribution showing the number of observations associated

with each score value in a set of data that is quantitative in nature. Frequency

distributions make it easy to see trends in data, particularly when two different data sets

are compared. The purpose of a frequency distribution is to summarize and organize a

set of data. Presenting data in a frequency distribution makes inspection of the data set

much more manageable than presenting the entire set of raw data. A frequency

distribution can be considered a type of descriptive statistic. Percentage and Frequency

distribution was used to describe the profile of the respondents in terms of age, gender,

civil status, educational attainment, and socio-economic status. The method of

computation is:

f
 % = ____ x 100

Where:

%= Percentage

f = frequency

N= number of respondents

Weighted mean is an average that takes into account the proportional relevance

of each component, rather than treating each component equally. It was applied since

the options to the items of the questionnaire were assigned points; the weighted mean

was viewed as the best measure of central tendency, which is solved by the formula:

ΣW1X1

Xw = -----------------

ΣW1

Where:

Xw = weighted mean

X = class mark

w= weight value

Σ = summation

Four-point scale was used for further interpretation of data in order to guide

respondents’ perceptions and give the implications of these as follows:

Grade Interpretation

1.00 Excellent

1.25-1.50 Superior

1.75-2.00 Very satisfactory

2.25-2.50 Satisfactory

2.75 Fairly satisfactory

3.00 Barely satisfactory

3.50-4.00 Unconditional pass

5.00 Unsatisfactory

Point Range Interpretation

4 3.51- 4.00 Always

3 2.51-3.50 Often

2 1.51-2.50 Sometimes

1 1.00-1.50 Never
ga kahulugan ng foster parent na nasa Web sa wikang Ingles:

• foster-parent: a person who acts as parent and guardian for a child in place of the
child's natural parents but without legally adopting the child
wordnetweb.princeton.edu/perl/webwn
• Foster care is the term used for a system in which a minor who has been made a
ward is placed in the private home of a state certified caregiver referred to as a
"foster parent".
en.wikipedia.org/wiki/Foster_parent
• An adult who cares for a child who has been placed in foster care
en.wiktionary.org/wiki/foster_parent
• Individual licensed to provide a home for orphaned, abused, neglected, delinquent
or disabled children, usually with the approval of the government or a social
service agency. May be a relative or a non-relative.
www.acf.hhs.gov/programs/cb/systems/ncands/ncands98/glossary/glossary.htm
• The adult member(s) of any family licensed to provide foster family care to
children unrelated by blood, marriage, or adoption. ...
www.dss.mo.gov/cd/info/cwmanual/section7/glossary/f.htm
• An adult who provides a home and manages and maintains a household which
may be used for placement of children.
www.dhhs.ne.gov/webhelp/NFOCUS/Manuals/nac479/nac479/1-
004__definition_of_terms.htm

Main Entry: 1vol·un·teer

Pronunciation: \ˌvä-lən-ˈtir\
Function: noun
Etymology: obsolete French voluntaire (now volontaire), from voluntaire, adjective,
voluntary, from Old French, from Latin voluntarius
Date: circa 1600

1 : a person who voluntarily undertakes or expresses a willingness to undertake a service:

as a : one who enters into military service voluntarily b (1) : one who renders a service or
takes part in a transaction while having no legal concern or interest (2) : one who receives
a conveyance or transfer of property without giving valuable consideration
2 : a volunteer plant
3 capitalized [Volunteers of America] : a member of a quasi-military religious and
philanthropic organization founded in 1896 by Commander and Mrs. Ballington Booth

MLA Style
"volunteers." Merriam-Webster Online Dictionary. 2010.

Merriam-Webster Online. 2 July 2010

<http://www.merriam-webster.com/dictionary/volunteers>
APA Style
volunteers. (2010). In Merriam-Webster Online Dictionary.

Retrieved July 2, 2010, from http://www.merriam-webster.com/dictionary/volunteers

ful‧fil‧ment British English ; fulfillment American English [uncountable]

1 the feeling of being happy and satisfied with your life because you are doing
interesting, useful, or important things:
Are you looking for greater fulfillment and satisfaction in your work?
a deep sense of fulfilment that makes life worthwhile
seek/find fulfilment
The real joy of the priesthood is helping people find personal fulfilment.
2 when something you wanted happens or is given to you [= achievement]
fulfilment of
the fulfillment of a long-held dream
3 the act of doing something that you promised or agreed to do
fulfilment of a promise/duty/condition etc
People are wondering if they will ever see the fulfillment of the government's campaign
pledges.
Definition from the Longman Dictionary of Contemporary English
Advanced Learner's Dictionary.

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Main Entry: in·sti·tu·tion

Pronunciation: \ˌin(t)-stə-ˈtü-shən, -ˈtyü-\
Function: noun
Date: 14th century

1 : an act of instituting : establishment

2 a : a significant practice, relationship, or organization in a society or culture <the
institution of marriage>; also : something or someone firmly associated with a place or
thing <she has become an institution in the theater> b : an established organization or
corporation (as a bank or university) especially of a public character; also : asylum 4

Mga kahulugan ng mental institution na nasa Web sa wikang Ingles:

 • mental hospital: a hospital for mentally incompetent or unbalanced person
wordnetweb.princeton.edu/perl/webwn
• The story of the rise of the lunatic asylum and its gradual transformation into, and
eventual replacement by, the modern psychiatric hospital also the story of the rise
of organised, institutional psychiatry. ...
en.wikipedia.org/wiki/Mental_institution
• A psychiatric hospital, or the psychiatric ward of a hospital
en.wiktionary.org/wiki/mental_institution
• An institution which primarily provides diagnoses, treatment, or care of persons
with mental diseases. An institution for the mentally retarded is not an institution
for mental diseases.
www.dpw.state.pa.us/oimpolicymanuals/manuals/bop/Ca/101/101-12.htm

Definition of Nursing according to Virginia Avernal Henderson 1897-1996:

Henderson defined nursing in functional terms: “The unique function of the nurse is to
assist the individual, sick or well, in the performance of those activities contributing to
health or its recovery (or to a peaceful death) that he would perform unaided if he had the
necessary strength, will or knowledge. And to do this in such a way as to help him gain
independence as rapidly as possible.”

http://www.jpsimbulan.net/researches/nursing-theories/definition-of-nursing-
according-to-virginia-avernal-henderson/

Definition of Nursing
Nursing encompasses autonomous and collaborative care of individuals of all
ages, families, groups and communities, sick or well and in all settings.
Nursing includes the promotion of health, prevention of illness, and the care
of ill, disabled and dying people. Advocacy, promotion of a safe environment,
research, participation in shaping health policy and in patient and health
systems management, and education are also key nursing roles.
Last Updated on Monday, 12 April 2010

http://www.icn.ch/about-icn/icn-definition-of-nursing/

© 2010 International Council of Nurses (ICN)