CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Simply put, performance is how well or badly something is done. Its relevance

stands out because of the significance it holds to the society. In the educational parlance,

performance manifests through academic achievement, which is the manifestation of a

student’s study habit and they in turn, are formed and strengthened through education. The

development of good study habits is equally relative and helpful not only in academic work

but also in career actualization; and because this interrelationship cannot be overlooked,

the academic achievement and study habit of the student to a large extent culminates into

shaping an individual destiny. The general belief is that students who exercise good study

habits are likely to excel than those with poor study habits.

This study addressed the increasing importance of the student’s academic

achievement measured by the test scores, through examining study habits of students in its

relation. So a question arises in mind whether this factor is related to academic achievement

or not? This was an effort to search for the relation. Little study has been done looking at

the learning habits of students at any level of the education system especially in Asia, much

which is directed to mainly the western countries. Sawar et al. (2009, p.204) acknowledge

the fact that, “Since we live in the information age, this fact clearly makes new demand on

the educational system, requiring radical changes on what and how pupils learn and why

students are not doing as per expectations.” It is important to have a clear understanding of

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what benefits or hinders one’s educational achievement. This is the premise on which this

study is justified.

Learning is about guiding knowledge of what the adage says “It’s better that you

gave an understanding if the logic behind the process rather than memorizing each step”.

Nursing school is challenging. Between the volumes of material to cover the hours of

studying to understand it and learning to care the patients, nursing students have to work

hard to stay on top of it all.

According to Phillip Murphy (2010), there are seven (7) highly effective habits for

nursing student.

Habit 1. Manage your time. Balance everything from class to personal life

Habit 2. Study hard. Gather all the study materials about the topic that needs to be studied.

Habit 3. Ask for help. Seek out someone to ask for advice.

Habit 4. Focus. Eliminate distractions.

Habit 5. Make realistic goals.

Habit 6. Be productive. Planning ahead can prevent a rush to complete everything.

Habit 7. Reward.

This method helped the student to pass the examination and quizzes. Also it was

easier for students to study hard no matter how challenging it would be. It made the nursing

students understand how they cope up with their everyday lessons and perceived

effectiveness of their study habit. Every student has his/her own technique of studying but

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these habits would help those to be more efficient and effective. The researchers promoted

these positive studying habits and transferred this quality for the betterment of the students.

The researchers have directed for an advance standard of learning that focuses on

outcomes-based education wherein the professors expect the students to equip themselves

with strong foundation, quality education and excellent training, higher-order thinking

skills and more.

Statement of the Problem

This study aimed to determine the profile, study behaviors and academic

performance of Nursing Students at Catanduanes State University, College of Health

Sciences.

Specifically, it answered the following questions:

1. What is the profile of nursing students at Catanduanes State University, College of

Health Sciences in terms of:

1.1 Parent’s Monthly Income

1.2 Number of Hours Spent on Studying

2. What are the study behaviors of the nursing students in terms of the following:

2.1 Learning Strategies

2.2 Attitudes/Habits

3. What is the level of academic performance of nursing students at CSU, CHS?

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 4. Is there a significant relationship between the academic performance of nursing

students and learning strategies at Catanduanes State University, College of Health

Sciences?

5. Is there a significant relationship between the academic performance of nursing

students and attitudes/habits at Catanduanes State University, College of Health

Sciences?

6. Is there a significant relationship between the profile of the nursing students and

academic performance at Catanduanes State University, College of Health

Sciences?

Assumptions

The following basic assumptions were considered in the study:

1. There are commonalities and differences in study behaviors of nursing students of

CSU, CHS in terms of learning strategies and attitudes/habits.

Hypotheses of the Study

Ho: There is no significant relationship between the profile, study behaviors and

academic performance of nursing students at Catanduanes State University, College of

Health Sciences.

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Scope and Delimitations of the Study

This descriptive study were conducted to determine the profile, study behaviors and

academic performance of the Nursing students at Catanduanes State University, College of

Health Sciences S.Y. 2017-2018. For easier, accessible data gathering and to actually

observe the study behaviors and academic performance of nursing students, the

respondents of this study should be all fourth year nursing students but because some

respondents did not cooperate in this research study and due to shortage of time, the

researchers only covered selected fourth year nursing students.

Significance of the Study

The study was conducted in order to improve good study behavior, student’s

learning and advising, for students to have good academic performance and to prepare them

to be competent future professional nurses. This study could be beneficial to the following:

The School Administrators. This study served as a basis in applying new concepts

of education regarding to the newly implemented curriculum in order to meet the needs of

the students. The study could help as springboard for curriculum development and

continuous growth of learning in the school system.

The Faculty Members. This study served as a guide to enhance their way of

teaching strategies in the areas of practice. They were the facilitators of learning and the

students are the participants where both are needed in learning process. The findings of this

study could help make their work effective and the output be of quality.

The Parents. The results of this study would help them understand and guide their

children to develop and enhance their learning skills.

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 The Students. This study help them be more aware and responsible about their

study behavior and how it affects their academic performance and provide possible

solutions to the said problem.

The Future Researchers. This study will give them some ideas they can use as

guide and reference for their related studies.

Definition of Terms

For better clarification and understanding of the terms related to this study, the

following were defined conceptually and operationally:

Academic Performance. It refers to the accomplishments or production of the

students in the school (Webster, 2006). In this study, academic performance will be

measured utilizing the rating scale.

CSU, CHS. Is an acronym for Catanduanes State University, College of Health

Sciences. It is located at Calatagan, Virac, Catanduanes in which the researchers are

studying and is where they conducted their research study.

Learning Strategies. It is a way where an individual engages various skills,

learning methods, and study tactics to attain the overall goals for studying. In this study, it

is included as one of the specific problems that refer to the strategies to be used by the

respondents.

Nursing Students. These refers to the respondents selected by the researchers in

their research study and these are the persons being trained to be a nurse at various setting.

Profile. It refers to personal characteristics of nursing students at CSU, CHS

considering their age, gender, civil status and economic status.

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 Study Attitudes. It refers to ways of acting or behaving that show what the student

is thinking or feeling about the studying, including but not limited to prioritization of

studying, importance of studying, confidence, satisfaction, usefulness of course material,

mood, excitement about academic topics, motivation to study, interest in course, worrying

about success, and belief in ability to succeed (Webster’s Dictionary). In this study, it is

also included as one of the specific problems that refers to the attitudes of the respondents

towards learning habits.

Study Behavior. It is the way in which one acts or conducts oneself, especially

toward others (Webster’s Dictionary). In this study, it refers to the behavior of the

respondents to assess the level of academic performance.

Study Habits. It is the pattern of behavior adopted by students in the pursuit of

their studies that serves as the vehicle of learning. The researchers included it in their study

as one of the specific problems.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This research study cited books, articles and laws, which are relevant to the present

investigation. It is composed of related literature and studies, both local and foreign, which

contain facts and information on the research problem at hand. It also provides explanations

and logical connections between previous researches and the present work.

RELATED LITERATURE

Related Foreign Literature

Jason Christian (2011), explored intrinsic factors that can affect the performance of

students. He said that stress can be deadly for some students because it can drop their

performance down to the lowest level if not taken care of. Some factors he mentioned are

the too many assignments, exam preparations, and lack of self-confidence. He emphasized

that stress must be resolved to improve one’s academic performance. Based from the study

by Madeline Ellis (2008), they have found out that students with unhealthy behaviors such

as stress, smoking, and drinking as well as typical lifestyle choices such as gambling and

excessive screen time had significantly lower GPA’s.

However, the study found that the ability to manage stress was equally important.

Students who said they were able to handle their stress effectively performed much better

than those who said they couldn’t. This is an important finding, because it can persuade

8
colleges to provide students with the resources they need to learn how to manage stress,

Dr. Ehlinger said, “If students can manage their stress, then their stress level will not

matter.”

The study deals with the theories related to study habits, while the researcher

decides this research covered main area of the eighth grade students at SMP Progressive

Bumi Sholawat Sidoarjo. Before stepping further down to study habits in learning English

for students at the eighth grade of SMP Progressive Bumi Sholawat Sidoarjo, especially

for high class of male and female students, we have to know the definition of effective

study habit and the elements of it. These aspects are chosen because they include straight

relation to students for reaching their success in organizing their study habits.

1. Effective study habits

Ozsoy, Memis and Tamur (2009) stated that ‘Study habit’ is the amount and

kinds of study routines which the student used during a regular period of study

occurred in conducive environment. In the literature, study skills are usually

defined as students’ ability to manage time and other resources to complete an

academic task successfully. The student’s approach to learning is highly

individualistic with a wide variation of technique observable.

Effective study habits are conditions in which the students study habitually to reach

the maximum success of their academic in the school work. There are many kinds

of effective study habits that found by researcher in the previous study. From

another research, there are ten steps toward effective study habits for students that

have been modified to be nine steps of effective study habits:

a. The positive/ right mindset of the students towards study

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 b. Place of study where students can concentrate on learning

c. The availability of the things you need for the class

d. A standard outline format and rewrite your notes from it

e. Using memory games for remembering pieces of information using a simple

association of common words

f. Practice for testing yourself

g. Organizing the regular schedule study time

h. Keep balance in studying

i. Try to know the expectations are for various teachers and professors in different

classes.

In addition, there are eight dimensions to construct good study habits of students;

home environment and planning of work, reading and note taking, planning of subjects,

concentration, preparation of the exam, habits and interest, school environment, and total

study habits. Good study habits are called the effective study habits, because good study

habits have significant effect to student’s academic achievement in their learning process.

2. Components of study habit

Study habits have some components to be applied by students in their

learning strategies for achieving student’s academic success. Based on the previous

research, there were seven components that included in study habit that are

discussed in this section based on Patel as following:

a. Home environment and planning of work

Home environment gives the important effect to students’ habit when they

choose for studying at home to review the school material or to prepare material for

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the next lesson. Good circulated air is needed for children to help their learning

effectively. Students are interested when the learning’s environment provides the

good circulated air for affecting their willingness in learning some subjects because

the good circulated air can solve student’s weariness when focused on their learning

time. Aside from home environment’s characteristic in study habits, home

environment includes parents’ role to support their children in improving study

habit with purpose in reaching their children’s achievement.

b. Reading

About the purpose of reading based on this article, there are some kinds of

reading; reading for enjoyment or interest, reading for studying purposes, and

reading just for decoding signs on page. Based on reading for studying purposes,

reading can build someone knowledge about something new that never they know

before. Reading can bore someone when they are given long written materials and

do not catch the point of information.

Reading is more useful when students are able to comprehend a note and

understand about the information they seek. Note taking is one of the important

skills to be learned to increase the effectiveness of study habits. When you take

note, you will be more focused on your idea in the learning process. There are

activities given to students to test their note taking skills, such as; in reading and

listening activity.

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c. Planning of subjects

Students with high achievement learn easily when study alone. On the

contrary, students with underachievement find it difficult to learn the lessons school

by themselves.

d. Concentration

Concentration is the most important one that offers the aspiration outcome

in the students’ learning process.

e. Preparation of exam

Preparing examination for students that enclose the real test may lead to

depressive reaction. The depressive and concern from students when preparing

English examination can be managed by good organization of student’s study style

to review the subject materials that will be accomplished in the test question. By

applying the good strategy in preparation of examination, the students will be more

prepared to and will surely get a positive result.

f. General habits and attitudes

Habits and attitudes of students are important part of study toward students’

achievement. As their definition, habit is a pattern of behavior that adopted by

students to serve their learning. Attitude is students’ behavior toward studying and

students’ acceptance and approval of broader goals of college education. Habits and

attitudes are needed for students to increase their learning style in achieving their

academic success. Some are determined to reach habits and attitude; time

management ability, work method, attitudes toward teachers and acceptance of

education. From the previous research, we can say that habits and attitudes have

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 relation to students’ learning with purpose for their academic achievement when

they really arrange their study in effective study.

g. Total study habits

By applying the components of study habits in learning process, students

can increase their achievement. Therefore, total study habits should be applied by

students in their learning. There were many researches in government and private

schools that show the effect of total study habits in improving student’s academic

achievement.

3. Factor of Study Habits’ Implementation

The implication of study habits applied by students can be successful in

increasing their achievement, affected by some factors in their application. There

are some factors that affect students’ study habit;

a. Teacher Consultation

Teacher consultation is the most influential factor to affect students’ study

habit in improving their academic achievement. Teacher is one of the school staffs

who can help and support the students in improving the quality of their academic

achievement. Therefore the regular counseling to train the students in arranging

their study skill strategies are provided in order to encourage them achieve their

academic success.

b. Socioeconomic Status

Socioeconomic status can contribute toward the academic achievement of

students. From a previous study, it was explained that socioeconomic status affects

academic achievement. Therefore, students with low socioeconomic status have

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 negativity towards their study; on the contrary, the students with high positivity

towards their academic achievement.

Related Local Literature

Based from the article of Valorie Delp (2009), peer influences the academic

performance of students. A peer group is a primary group of people, typically informal,

who shares a similar or equal status and who are usually of roughly the same age, tended

to travel around and interact within the social aggregate. Members of a particular peer

group often have similar interests and backgrounds, bonded by the premise of sameness.

There are several ways in which peers influence each other. Not all of them are bad.

Variables of peer influence include the ethnicity of students, the socio-economic

background of the students, family relationships, and group interests.

Many peer groups can be a positive influence on their friends as well. It is thought

that intelligent students help their peers bring up their grades. Likewise, girls with good

friends who are considered intelligent tend to do better in school. It definitely seems to be

a pattern in the influence of studious kids. However, it’s important to note that peer

influence is not the most important factor on a student’s academic success.

As recommended by Borro (n.d.), the good study habit should be taught by parents

first at home. The school will, later on, guide the students on studying their lessons.

Teachers should impart the good values of studying. People learn first at home and all the

lessons that may be well-learned or well forgotten are just brought to school by people. In

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some cases, it is on how parents mold their child during his/her formative years of life

which is a basis for the perspective of the person at education.

RELATED STUDIES

Related Foreign Studies

A substantial amount of research has examined the role of students’ study habits

and their attitudes to study on academic performance. 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.

Similarly, Nuthana and Yenagi (2009) found significant correlation between study

habits and academic achievement. It further revealed that reading and note-taking habits,

habits of concentration, and preparation for examination had significant correlation with

academic achievement. The authors pointed out that students who are better in reading and

note-taking, well prepared for the board examination and have concentration may have

better academic achievement. An association between study skills and academic

performance also has been found to prevail among undergraduate students. 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

15
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 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). Nonis and Hudson (2010) also conducted a

study on performance of college students-impact of study time and study habits in which

they found that some study habits had a positive direct relationship on student performance

but others had a negative direct relationship. Hassanbeigi et al. (2011), in their study of the

relationship between various study skills and academic performance of university students,

noted that the study skills scores of students with GPA of 15 and above (out of 20) were

statistically higher than those students with GPA of less than 15 in all of the seven skills

(time management and procrastination, concentration and memory, study aids and note-

taking, test strategies and test anxiety, organizing and processing information, motivation

and attitude, and reading and selecting the main idea).

Because of the importance of study habits and attitudes on academic performance,

some researchers have proposed strategies that will help students develop effective study

habits and attitudes. For example, the study of Demir et al. (2012), which examined the

effect of development of efficient studying skills curriculum on academic achievements

and studying skills of learners, found that students can acquire efficient study skills by

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means of curriculum for developing efficient studying skills. The students were able to

organize the study environment and use specific methods effectively, such as efficient

reading, listening lectures, note-taking, efficient writing and doing homework. It further

revealed that those students under the implemented curriculum have increased academic

achievement as compared to the group of students on which the curriculum was not

implemented. Mutsotso and Abenga (2010) also propose a paradigm shift in study methods

and suggest strategies for both lecturers and the students in universities towards improved

learning and performance. It is based on the “distributed learning approach” that adequately

cater for individual differences that exist among the students. The model will address the

study space needs and the efficiency and effectiveness of study methods.

Patil, Minakshi (2004) observed the correlation between study habits of IX students

and achievement in history. The sample size was of 120 students. The major finding was

there was low but positive correlation between study habits of IX standard students and

achievement in History.

Patil, Suhas (2008) conducted a study to find the correlation between study habits

of IX standard students and interest and achievement in Science. The study concluded that

there was correlation between science achievement and interest, science interest and study

habits and science achievement and study habits.

Sonar, Vijaya (2009) conducted a correlational study at M.Ed. level. The study was

carried out to find out the correlation between study habits of IX standard students and

their achievements. 50 students from standard IX were selected by incidental sampling

method. The study found that study habits and academic achievement were positively

correlated. The students were not aware of proper study habit techniques like note taking,

17
reading skills and taking examinations. It also suggested that mostly all students were in

need of guidance for the same.

All the above mentioned studies were of correlational and survey type. Most of the

studies found that there was positive correlation between study habit and academic

achievement. Only Sarode and Jamaur studied other psychological factors like academic

motivation, personality, adjustment, hobbies etc. All the studies also suggested that there

was a need of giving guidance to the students for developing proper study habits.

Thus, all the above studies were correlational, but the present study was carried

out in an experimental way as the students were in a need of guidance to develop favorable

study habits.

Related Local Studies

According to Scott (2011), Reduce Student Stress and Excel in School, one must

create a good study environment and manage time wisely in order to reduce the school

stresses.

In the study conducted by Aneela Majeed (2010) with a title, Peer Group Effects

on Academic Achievement, the findings showed that the values of the peer group with

whom the high school students spends the most time are a stronger factor in the student’s

level of academic success. Academic achievement is closely linked to peer influences.

Students in peer groups that do not value education lack the stimulation and reinforcement

needed to encourage personal learning. Peer group encourages education and learning, and

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then the individual student within that will value learning, because the individual is

reinforced, or rewarded for behavior that indicates the valued learning.

In actuality, peer influence is more complex than our stereotype of the negative

influences from friends. First, peer influence can be both positive and negative. While we

tend to think that peer influence leads teens to engage in unhealthy and unsafe behaviors,

it can actually motivate youth to study harder in school, volunteer for community and social

services, and participate in sports and other productive endeavors. Second, peer influence

is not a simple process where youth are passive recipients of influence from others. In fact,

peers who become friends tend to already have a lot of things in common. Peers with

similar interests, similar academic standing, and enjoy doing the same things tend to

gravitate towards each other. So while it seems that teens and their friends become very

similar to each other through peer influence, much of that similarity was present to begin

with.

According to Dr. Wilma A. Hurtada (2010) “One of the very nicest things about

life is the way we must regularly stop whatever it is we are doing and devote our attention

to eating.“

Most of the college students were all busy doing some paper works and school

activities, others are in reviewing. They can’t find time taking a break and have something

to eat, because of these things, same problem was experienced of students residing at

dormitories. They can’t also find time eating because, they don’t have someone to eat with.

Some cases are, they are busy doing home works, projects and other school works, resulting

to skipping their meal. This may affect the physical and mental health of a student, it can

be the reason of his/her absences in school, poor performance, and a failing grade. As Dr.

19
Hurtada says, whatever we are doing we must stop in order to eat. One thing is, our brain

would not function well if we did not eat, how can we focus on studying if our stomach is

empty? What will happen on your academic performances? Will skipping meal help you

to excel in your studies? No, it will not. It will just weaken your body and mind. Therefore,

in order to keep up with your studies, you must eat regularly to feed your stomach and

brain.

Synthesis of the State-of-the-Art

The review of related literature and studies presented provided the researcher better

insights on the vital role of effective study habits in academic performance, especially in

enhancing one’s potential in academic matter. All reviewed literature and studies

confirmed the importance of study habits. However, no literature and studies reviewed is

found to be duplicate of the present study.

Gaps that Bridged the Study

There were some studies reviewed which were directed on knowing student’s study

behavior’s and its effect on their academic performance. Others also looked into either the

relationships between profile and study behaviors or relationship between study behaviors

and academic performance. Considering that the foregoing studies may have some points

of comparison and contrast with the present study, it was noted that no investigation that

has given emphasis on the relationship among profile, study behaviors and academic

performance has ever been conducted in Catanduanes, specifically among fourth year

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nursing students at Catanduanes State University, College of Health Sciences. This was the

gap bridged by the study.

Theoretical Framework

The theoretical framework provided the fundamental basis for the research study

were considered, these include, Gestalt Field Theory and Abraham Maslow’s Motivational

Theory.

Gestalt (Field) Theory

The word “Gestalt” means “pattern”, it expresses the idea of perceptual whole, or

a total pattern. The Gestalt theory of learning was first formulated in Germany about 1912.

Prominent names associated with Gestalt Psychology include; Werthemeimer Koffka and

Kohler. These psychologists believe that the analysis of conscious experience as practiced

by the assciationists was insufficient to fully explain the complexities of perception and

behaviour. They emphasized the perceptional field as a whole.

Gestalt learning principles include the following, among others:

 Teachers should try to develop into children an integrated approach to

learning and the solution of problems. Learning will be more meaningful if

children can establish a relationship among different aspects of knowledge.

 Children should be encouraged in order to facilitate their interaction with

the environment.

 The learner should be encouraged to set their own goals for learning.

 Divergent as well as convergent thinking should be present among children.

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  The learner should be presented with the figure ground relations so that we

can see the inter-relatedness among phenomena.

Educational relevance of Gestalt theory indicates the need for considering the

whole but also the details with the environment. This implies that in understanding the

academic performance of a student, the environment which stimulates certain study skills,

study techniques, use of instructional materials and teaching method should be considered

to know the perception and understanding a lesson by student. Hence, appropriate teaching

method, good questioning technique, practical teaching and relevant instructional material

are necessary for the development of study techniques and improvement of performance

(Ugboaja, 2014).

Secondly, the role of a teacher to assist the student is emphasized. A teacher collects

academic data on students, they include students’ scores on academic achievement, study

techniques, special academic talents, learning, difficulties, class attendance and other that

they may necessary use for insight or perceptional process of learning.

Another relevant of gestalt theory is that knowledge should be graded in a

hierarchical way to enable children at least obtain some glimpses of the problem before

they mature to figure out the whole solution.

Learners should be introduced from simple to complex problems to facilitate

learning (lyany-Abia, 2015). Gestalt theory takes into account factors such as motivation,

maturation level of student experience, background of the learners, the learners intelligent

and interest.

The above factors have explained the degree in which students can be influenced

to form study techniques and improve in academic performance.

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Maslow’s Theory of Motivation

Abraham Maslow was a famous psychologist whose studies into human motivation

led him to propose a theory of needs based on a hierarchical model with basic needs at the

top. This theory which he propounded in 1943 in his work entitled “motivation and

production” has considerable influence on people. This theory is simply concerned with

the identification of factors and processes to which attention must be paid in order to

develop in the people or unless the willingness, the readiness and the interest required

before one can do anything at all. That whatever we want to do, whether typing, teaching

and learning we must be sufficiently motivated before we can put up the necessary action

which leads to achievement and realization.

Maslow’s theory is divided into two parts- The first part stated as follows, among

others:

 That this needs are arranged in a hierarchy in which there are lower and

higher levels of needs.

 That the lower needs have to be satisfied first before the higher, level needs

can be satisfied.

 That once a need is satisfied, that need is no longer a motivation of

performance.

The second part of Maslow’s theory deals with the hierarchy of human motives.

There are five in number as stated below from the lowest to the highest of the human

needs.

Physiological needs- Such as the need for food, clothing and shelter etc. Lack of

these needs will distort study technique, study methods and intellectual disposition.

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 Safety needs- Include need for security, such as job security, protection and

freedom. The absence of this need leads to lack of cooperation, expression, interaction and

appropriate study techniques formation, among students and vice-versa.

Love and belonging needs- Includes the motives for friendships, companionship

and affection etc; teachers’ performance, facilitating teaching and learning and poor

academic performance among teachers and students.

Esteem needs- Is concerned with desire for respect, confidence, freedom and

integrity. When this need is satisfied, the student feels at ease, fraternize freely and relaxed.

The opposite makes them feel weak and disappointed and it affects their academic

performance.

Maslow’s theory was relevant to this research study in many perspectives. In

Nigeria contemporary society, people cannot satisfy their physiological interalia, including

the safety needs like job security and protection, etc. The account for intellectual

backwardness and poor academic performance that in Nigeria (Adeuokun, 2012). The

needs for food, cloth, shelter and drinks must first be met, before a man can think of

democracy and other social issues (Toyo, 2012). This means that a student’s physiological

needs has to be satisfied first for good study habit formation and enhanced academic

performance.

In the case of love and belongingness, the latter brings happiness and joy and

facilitates most activities. Students who are loved by their teachers easily adhere to their

instruction, have a feeling of belongingness in most teaching and learning activities and

are eventually motivated in developing appropriate study techniques and having improved

academic performance (Denga 2011), while the respect, confidence and freedom that

24
teachers give to students make them participate in school activities and adopt relevant

techniques .

Self-actualization: – This refers to the highest level of human needs.

At this level, some people have the drive, desire and interest for self-fulfillment.

For example, a student who wants to become a medical Doctor or a lawyer, needs to

develop effective study techniques in order to obtain such a professional certificate. But

students who are involved in examination malpractices or unscrupulous efforts of cheating

in examination will have poor academic performance and will not achieve their desires.

(Ugboaja, 2014).

Margareta Gregurovie, Simona Kuti (2010) concluded that one’s socio-economic

status affects almost every aspect of his/her life, including education. The main objective

of this paper is to determine the relationship between familial socioeconomic status and

students’ educational achievement. The paper is based on the OECD – PISA international

study carried out in Croatia in 2006 on the sample of 520915-year-old students involved in

secondary education. Students’ results in scientific literacy, as well as variables and indices

constructed by OECD, were used in analysis. The distributions of selected variables linked

to socio-economic status definition, such as parental education, monthly household

income, educational expenses and home educational resources are presented, as well as

their regional differences. Multiple regression analysis proved the relationship between

socioeconomic factors and students’ science test accomplishment. Regression model which

includes three indices (Highest International Socioeconomic Index of Occupational Status,

Index of home educational resources and Index of cultural possessions) and four variables

(average monthly household income, average monthly educational expenses, household

25
book number and highest educational status of parents) explain 23 per cent of the total

variance of students’ achievement in scientific literacy. The second regression model with

the region of residence additionally contributes to variance explanation by 1 per cent,

indicating significant relation between living in specific Croatian region and science

achievement. The main conclusion of this paper is that socioeconomic status (along with

the region of residence) represents a significant predictor of the educational achievement,

the region of residence) represents a significant predictor of the educational achievement,

and that it is relevant in analyses and interpretations of PISA results, even though Croatia

could use an adaptation of PISA indices in order to trustworthy represent the data It is

advisable to continuously analyse the test results and, besides some general indicators of

educational success, such as educational system, teacher qualifications and school

infrastructure, also to consider the effect of students’ socioeconomic status.

Amy M. Masnick, S. Stavros Valenti, Brian D. Cox, Christopher J. Osman (2010)

studied the students’ career in Science, Technology, Engineering and Mathematics

(STEM) fields, it is important to gauge students’ implicit and explicit attitudes towards

scientific professions. We asked high school and college students to rate the similarity of

pairs of occupations, and then used multidimensional scaling (MDS) to create a spatial

representation of occupational similarity. Other students confirmed the emergent MDS

map by rating each of the occupations along several dimensions. We found that participants

across age and sex considered scientific professions to be less creative and less people-

oriented than other popular career choices. We conclude that students may be led away

from STEM careers by common misperceptions that science is a difficult, uncreative, and

socially isolating pursuit.

26
Conceptual Framework

PROFILE, STUDY BEHAVIORS AND ACADEMIC

PERFORMANCE OF NURSING STUDENTS IN CSU, CHS

Academic Performance
Profile of Nursing of CSU, CHS Nursing
students at Catanduanes students:
State University, Study Behaviors of
College of Health 1.00-1.50 - Excellent Nursing students at
Sciences CSU, CHS.
 Parent’s 1.51-2.00 - Very
Satisfactory  Learning
monthly income
Strategies
 Number of hours
spent on 2.01-2.50- Satisfactory  Attitudes/Habits
studying
2.51-3.0 - Fair

3.1-above - Poor

Figure 1. Conceptual Paradigm

Figure 1 presents the conceptual paradigm of the study which shows the

relationship between three variables. It shows the relationship between the profile of

nursing students at Catanduanes State University, College of Health Sciences and their

academic performance. It also shows the relationship between their study behaviors and

academic performance

27
 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and methodology to be utilized in the

conduct of the study. It specifically describes the processes to be used in research design,

research locale, subject of the study and sampling procedure, instrumentation and data

gathering procedure, and statistical treatment of data to be used.

Research Design

This study used the descriptive-correlation method of research wherein the

relationship of the quantitative variables such as the profile, study behaviors, and academic

performance of selected respondents were described and correlated. Specifically, this study

were undertaken to see the significant connection among the profile, study behaviors, and

academic performance of the nursing students of Catanduanes State University, College of

Health Sciences. In the study conducted by Rew, Taylor-Seehafer, Thomas, and Yockey’s

(2001) entitled, “Correlates of Resilience in Homeless Adolescents” also used descriptive-

correlational design to describe variables and examine relationships among these variables.

Their study examined variables in a situation that has already occurred or is currently

occurring.

28
Research Locale

This research study identified profile, study behavior and academic performance of

nursing students for school year 2018-2019, conducted at the Catanduanes State

University, College of Health Sciences where the selected students as respondents were

found easily.

Subject of the Study and Sampling Procedure

The primary source of data were the selected nursing students who responded using

the structural questionnaire. The secondary source of data were secured from the data file

of the Department of Nursing. Relevant literature obtain from books, magazines, and other

reference materials as well as related studies were the tertiary source of data.

Instrumentation and Data Gathering Procedure

The research instrument used in this study was a questionnaire that covers the

profile, study behaviors and academic performance of nursing students at CSU, CHS. For

the secondary source of data, documents that were available at CSU, CHS office were

utilized.

To validate the instrument prepared, copies of the instrument were given to the

adviser to critique the questionnaire. The original questionnaire were subjected for pre-test

or pilot study to selected respondents not included in the study for improvement of the

instrument to be used.

29
 The following procedures were done in gathering data needed in the study.

Permission to conduct the study were sought from the Office of the Dean. The researchers

have prepared the instrument to be used in gathering the data with the assistance of their

adviser. Validation were done by asking comments and suggestions from the teachers who

were not included in the study.

Statistical Treatment of Data

The data gathered were tallied, tabulated, organized, and analyzed with the use of

the following descriptive statistics: Frequency count and Percentage were used to indicate

the number of respondents under a particular category and Weighted Mean.

30
 CHAPTER IV

PROFILE, STUDY BEHAVIORS, AND ACADEMIC PERFORMANCE OF

NURSING STUDENTS AT CATANDUANES STATE UNIVERSITY, COLLEGE
OF HEALTH SCIENCES

This chapter presents the analyzed, and interpreted ₱data gathered from the

questionnaires. The specific areas covered by this chapter included the following: (a)

profile of selected respondents, (b) study behaviors of selected nursing students, (c) level

of academic performance of selected nursing students of CSU, CHS, and the (d) significant

relationship between the study behavior and academic performance of nursing students.

These are analyzed in this chapter and given interpretations with the aid of the statistical

tools.

A. Profile of Fourth Year Nursing Students at CSU, CHS

1. Parent’s monthly income

Table 1. Parent’s Monthly Income

Parent’s Monthly
Frequency Percentage Rank
Income
₱ 1,000 – 5,000 2 12.5 % 3.5
₱ 6,000 – 10,000 1 6.25 % 6.5

₱ 11,000 – 15,000 4 25 % 1

₱ 16,000 – 20,000 3 18.75 % 2

Others -
₱ 20,001 – 30,000 2 12.5 % 3.5

₱ 30,001 – 40,000 2 12.5 % 3.5

31
 ₱ 40,001 – 50,000 1 6.25 % 6.5

₱ 50,001 – 60,000 1 6.25 % 6.5

Total 16 100 %

Table 1, shows the parent’s monthly income of the selected nursing student in CSU,

CHS. Majority reveals that four (4) out of sixteen (16) students got a family income of ₱

11,000 - ₱ 15,000 with equivalent percentage of 25% thus ranked as number 1. With an

income of ₱ 1,000 – ₱ 5,000, two (2) students got the second rank as well as with the

income in a range of ₱ 20,001 - ₱ 30,000 and ₱ 30,001 - ₱ 40,000 while the remaining four

(4) students have a family income of more than ₱ 11,000 - ₱ 15,000 family monthly income

and lastly there were two (2) students with a family income of ₱ 40,001 - ₱ 50,000 and ₱

50,001 - ₱ 60,000.

Based on the analysis, most respondents have a middle socioeconomic status. The

socioeconomic status of a person can affect their academic performance. According to

research, one of the aspects that can affect the student’s academic performance is their

socioeconomic status. “Socioeconomic status can contribute toward the academic

achievement of students. From the previous study, it was explained that socioeconomic

status has effect to academic achievement. Therefore students with low socioeconomic

have negative effect to their academic achievement. On the contrary, the students with high

socioeconomic have positive effect to their academic achievement.

The other study that can support the relationship between the socioeconomic status

and academic performance was the study conducted by Patel (n.d.), which states that

“Beside of home environment includes on parents’ role to support their children in

improving study habit with purpose in reaching their children’s achievement.” Therefore,

32
when respondent’s parent’s income was low or they have a low socioeconomic status there

were tendency that they can’t support the needs of their children. And when it happens, the

children will be stressed and when an individual can’t handle this factor, it can affect their

academic performance. A study conducted by Jason Christian (2011) explored intrinsic

factors that can affect the performance of students. He said that stress can be deadly to

some students because it can drop their performance down to the lowest level if not being

taken care of. Some factors he mentioned were too many assignments, exam preparations,

and lack of self-confidence. He emphasized that stress must be resolved to improve one’s

academic performance.

2. Number of Hours Spent on Studying

Table 2. Number of Hours Spent on Studying

Studying Hours Frequency Percentage Rank

30 minutes – 1 hour 10 62.5 % 1
25.0 %
1 – 2 hours 4 2

2 – 3 hours 1 6.25 % 3.5

Others
It depends 1 6.25 % 3.5
Total 16 100 %

Table 2 shows that among the selected respondents, majority or ten (10) of them

spent 30 minutes – 1 hour in studying. Four (4) respondents spent 1 – 2 hours on studying,

while only 1 student spent 2 – 3 hours on studying; however one (1) respondent depends

on the respondent’s desire to study. This shows that the respondents most preferred hours

of studying is only 30 minutes - 1 hour.

33
 Based on the analysis, most respondents spend a short period of time in studying

their lessons. The respondent’s time for studying can also affect their academic

performance.

Nonis and Hudson (2010) conducted a study on performance of college student’s

impact of study time and study habits in which they found that some study habits had a

positive direct relationship on student performance but others had a negative direct

relationship.

B. Study Behaviors of Nursing Students at CSU, CHS

1. Learning Strategies

Table 3. Study Behaviors of Nursing Students in terms of Learning Strategies

Study Behaviors Weights and Frequency

SA A D SD WM QNR QLR Rank
Learning Strategies
4 3 2 1
a. Studying alone
rather than in a
group enables 9 6 1 0 3.50 4 SA 5
me to study
well.
b. Remembering
my goals in life
motivated me
to be more 11 5 0 0 3.69 4 SA 2
determined in
my studies.

c. Attending class
regularly helps
10 5 1 0 3.56 4 SA 3.5
me to do well
in class.
d. Paying
attention to
15 1 0 0 3.94 4 SA 1
class enables
me to fully

34
 understand
subject matter.

e. Having an
efficient system
of note taking 8 7 1 0 3.44 3 A 6
lessen my time
to review.
f. Playing music
while studying 5 8 2 0 3.00 3 A 8
helps me a lot.
g. Writing while
studying my
notes enables
9 7 0 0 3.56 4 SA 3.5
me to fully
understand the
lessons.
h. Making a study
plan helps me a
lot in studying 5 9 1 1 3.13 3 A 7
my lessons.

Legend:

4 – Strongly Agree WM – Weighted Mean

3 – Agree QNR – Quantitative Response

2 - Disagree QL – Qualitative Response

1 – Strongly Disagree

Table 3 shows the determinants of study behaviors of selected nursing students of

CSU, CHS. As shown in the table, in item no. 1, most of the respondents “strongly agree”

with nine (9) responded with the statement of “studying alone rather than in a group enables

me to study well.” while one (1) respondent “disagree” with the statement. In item no. 2,

there are eleven (11) number of respondents who “strongly agree” that remembering their

goals in life motivated them to be more determined in their studies while only six (6)

35
respondents “agree” with the statement. In item no. 3, there are ten (10) number of

respondents who “strongly agree” with the statement of “attending class regularly helps to

do well in class.”, while one (1) of the respondents “agree” with the statement. Meanwhile

in item no. 4, most of the responses with fifteen (15) respondents “strongly agree” in the

statement of “paying attention to enables me to fully understand subject matter.” while one

(1) respondent “agree” in the statement. In item no. 5, there are eight (8) responses who

“strongly agree” as well as “agree” in the statement of “having an efficient system of note

taking lessen time to review.” while only one (1) “disagree” with the statement. In item no.

6, most responses with eight (8) respondents “agree” with the statement of “playing music

while studying helps a lot.”, while one (1) respondent strongly “disagree” in the statement.

In item no. 7, most of the responses with nine (9) respondents “strongly agree” on writing

while studying their notes enables them to fully understand the lessons, while seven (7)

respondents “agree”. Lastly in item no. 8, most of the responses with nine (9) respondents

“agree” that making a study plan helps them a lot in studying their lessons, while one (1)

respondent “agree” and as well as “disagree”.

To sum up, item no. 4 got the highest weighted mean which is 3.94 with a

qualitative rating of “strongly agree” while item no. 6 got the lowest weighted mean which

is 3.0 with a qualitative response of “agree”.

The study behaviors in terms of learning strategies that greatly affect the

respondents was “paying their attention to class.” This strategy has an impact to the

academic performance. Here are some studies that support their significant relationships.

Nuthana and Yenagi (2009) found significant correlation between study habits and

academic achievement. It further revealed that reading and note-taking habits, habits of

36
concentration, and preparation for examination had significant correlation with academic

achievement. The authors pointed out that students who were better in reading and note-

taking, well prepared for board examination and have concentration may have better

academic achievement. An association between study skills and academic performance

also has been found to prevail among undergraduate students.

The study of Demir et al. (2012), which examined the effect of development of

efficient studying skills curriculum on academic achievements and studying skills of

learners, has found out that students can acquire efficient studying skills by means of

curriculum for developing efficient study skills. The students were able to organize study

environment and use specific methods effectively, such as efficient reading, listening,

lectures, note-taking, efficient writing and doing homework. It further revealed that those

students the curriculum was implemented have increased academic achievement as

compared to the group of students on which the curriculum was not implemented.

2. Attitudes/Habits

Table 4. Study Behaviors of Nursing Students in terms of Attitudes and Habits

Weight and Frequency

II. Attitudes and
SA A D SD WM QNR QLR Rank
Habits
4 3 2 1
a. Household
chore affect 2 10 2 2 2.75 3 A 16.5
my studies.
b. Financial
matters have
2 9 4 1 2.75 3 A 16.5
great effect on
my studies.
c. Using my time
wisely enables
13 3 0 0 3.81 4 SA 3.5
me to meet
deadlines.
37
d. Engaging in
vices like
alcohol lessen
3 7 1 5 2.50 3 A 18
my time to
prepare in
school.
e. Too much
texting or
6 9 1 0 3.31 3 A 12
calling affects
my studies.
f. Having a
personal
computer
15 0 1 0 3.88 4 SA 2
helps me a lot
in doing my
projects.
g. Social media
like facebook
8 7 1 0 3.44 3 A 11
affects my
studies.
h. Playing video
games or
computer
7 5 2 2 3.06 3 A 15
games has a
negative effect
on my studies.
i. Too much
stress affects 11 5 0 0 3.69 4 SA 7.5
my study.
j. Bad nutrition
or sickness can
9 7 0 0 3.56 4 SA 9
also affect my
study habits.
k. My family
plays a big
role in
13 3 0 0 3.81 4 SA 3.5
encouraging
me to do my
best in class.
l. Watching
television
while studying
5 9 2 0 3.19 3 A 13.5
has a negative
effect on my
studies.

38
 m. Family
problems also
7 6 2 1 3.19 3 A 13.5
affect my
studies.
n. Gathering all
needed
materials in 13 3 0 0 3.81 4 SA 3.5
studying helps
me a lot.
o. Making
realistic goals
helps me to be
15 1 0 0 3.94 4 SA 1
more
determined in
my studies.
p. Engaging in
studying
groups has a 8 8 0 0 3.50 4 SA 10
bigger role in
my studies.
q. Eliminating
distractions
before 13 3 0 0 3.81 4 SA 3.5
studying helps
me a lot.
r. Rewarding
self after
accomplishme
11 5 0 0 3.69 4 SA 7.5
nts (even if it
is a small
things)

Legend:

4 – Strongly Agree WM – Weighted Mean

3 – Agree QNR – Quantitative Response

2 - Disagree QL – Qualitative Response

1 – Strongly Disagree

Table 4 shows that in terms of attitudes/habits, item no. 1 shows that ten (10) out

of sixteen (16) respondents “agree” to the statement “Household chore affect my studies.”

39
while two (2) respondents responded “strongly agree” as well as two (2) respondents for

“disagree” and “strongly disagree”. In item no. 2, majority of nine (9) respondents “agrees

that financial matters have great effect on the studies while only one (1) respondent

“strongly disagree” on the statement. In item no. 3, thirteen (13) respondents’ answers

“strongly agree” to the statement presented” while only three (3) respondents answers

“agree”. In item no. 4, majority or seven (7) out of sixteen (16) respondents “agrees” that

engaging in vices like alcohol lessen their time to prepare in school while there is only one

(1) respondent that “disagree”. In item no. 5, nine (9) respondents “agree” to the statement

presented while one (1) respondent out of sixteen (16) “disagree”. In item no. 6, majority

or fifteen (15) out of sixteen (16) respondents “strongly agree” that having a personal

computer helps them a lot in doing their projects while only one (1) respondent “disagree”.

In item no. 7, “strongly disagree” has the highest number of responses with eight (8)

respondents while “disagrees” has the lowest number of respondents with only one (1)

response. In item no. 8, majority or seven (7) out of sixteen (16) respondents “strongly

agree” to the statement presented while there are two (2) respondents who responded

“disagree” as well as “strongly disagree”. In item no. 9, majority or eleven (11) out of

sixteen (16) respondents “strongly agree” that too much stress affects their study while

only five (5) respondents “agree” to the statement. In item no. 10, nine (9) responded

“strongly agree” to the statement bad nutrition or sickness can also affect their study habits

while seven (7) responded “agree” to the statement. In item no. 11, thirteen (13)

respondents “strongly agree” that family plays a big role in encouraging them to do best in

class while only three (3) respondents “agree” to the statement. In item no. 12, nine (9)

responded “agree” that watching television while studying has a negative effect on the

40
studies while only two (2) respondents “disagree” to the statement. In item no. 13, seven

(7) respondents “strongly agree” to family problems also affect studies while only one (1)

“strongly disagree” to the statement. In item no. 14, majority or thirteen (13) responded

“strongly agree” to gather all needed materials in studying helps them a lot while only three

(3) respondent “agree” to the statement. In item no. 15, majority or fifteen (15) out of

sixteen (16) respondents “strongly agree” that make realistic goals helps to be more

determined in studies while only one (1) responded “agree” to the statement. In item no.

16, eight (8) respondents responded “strongly disagree” in engaging to group studies have

a bigger role in studies as well as eight (8) respondents “agree” to the statement. In item

no. 17, majority or thirteen (13) responded “strongly agree” in eliminating distractions

before studying helps a lot while only three (3) respondents “agrees” to the statement.

Lastly, in item no. 18, eleven (11) respondents “strongly agree” to reward self after

accomplishments (even if it is a small thing) while only five (5) responded “agree” to the

statement.

To sum up, item no. 15 got the highest weighted mean which is 3.94 with a

qualitative rating of “strongly agree” while item no. 4 got the lowest weighted mean which

is 2.50 with a qualitative response of “agree”.

The study behaviors in terms of attitudes/habits that have a biggest impact to the

respondents was “Making realistic goals helps me to be more determined in my studies.”

Here are some studies that supports he significant relationship between attitudes/habits to

the academic performance.

A substantial amount of research has examined the role of students study habits and

their attitudes to study on academic performance. The study of Osa-Edoh and Alutu (2012)

41
which examined the usefulness of imbibing in students study habits, 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 soon.

Hassanbeigi et al. (2011), in their study of the relationship between various study

skills and academic performance of university students noted that the study skills scores of

students with GPA of 15 and above (out of 20) were statistically higher than those students

with GPA of less than 15 in all of the seven skills (time management, procrastination,

concentration and memory, study aids and note-taking, test strategies and test anxiety,

organizing and processing information, motivation and attitude, reading and selecting the

main idea).

Because of the importance of study habits and attitudes on academic performance,

some researchers have proposed strategies that will help students develop effective study

habits and attitudes.

Sonar, Vijaya (2009) conducted a correlational study at M.Ed. level. The study was

carried out to find out the correlation between study habits of IX standard students and

their achievements. 50 students from standard IX were selected by incidental sampling

method. The study found that study habits and academic achievement were positively

correlated. The students were not aware of proper study habit techniques like note taking,

reading skills and taking examinations. It was also suggested that most of the students were

in need of guidance for the same.

All the above mentioned studies were of correlational and survey type. Most of the

studies found that there was positive correlation between study habit and academic

42
achievement. Only Sarode and Jamaur studied other psychological factors like academic

motivation, personality, adjustment, hobbies etc. All the studies also suggested that there

was a need of giving guidance to the students for developing proper study habits.

Thus, all the above studies were correlational, but the present study was carried

out in an experimental way as the students were in a need of guidance to develop favorable

study habits.

C. Level of Academic Performance of Nursing Students of CSU, CHS

Table 5. Summary of Academic Performance of Nursing Students during their

First Year at CSU, CHS

Weight and Frequencies Average

First Year 1st sem 2nd sem 3rd sem Respondents

1.00 – 1.50 0 0 1 0
1.51– 2.00 16 16 15 16
2.01– 2.50 0 0 0 0
2.51– 3.0 0 0 0 0
3.1 - above 0 0 0 0

Table 6. Summary of Academic Performance of Nursing Students during their

Second Year at CSU, CHS

Weight and Frequencies

Average Respondents
Second Year 1st sem 2nd sem
1.00 – 1.50 0 0 0
1.51– 2.00 5 9 7
2.01– 2.50 11 7 9
2.51– 3.0 0 0 0
3.1 - above 0 0 0

43
 Table 7. Summary of Academic Performance of Nursing Students during their
Third Year at CSU, CHS

Weight and Frequencies Average

Third Year 1st sem 2nd sem 3rd sem Respondents

1.00 – 1.50 0 0 1 0
1.51– 2.00 5 3 15 11
2.01– 2.50 11 13 0 5
2.51– 3.0 0 0 0 0
3.1 - above 0 0 0 0

Table 8. Summary of Level of Academic Performance of Nursing Students of CSU,

CHS

Total Weight and Frequencies

General Total
Weighted Remarks
1st year 2nd year 3rd year Respondents
Average
(GWA)
1.00 – 1.50 0 0 0 0 -
Very
1.51– 2.00 16 7 11 13
Satisfactory
2.01– 2.50 0 9 5 3 -
2.51– 3.0 0 0 0 0 -
3.1 - above 0 0 0 0 -

Table 8 represents the grades of the respondents per semester every year. It also

shows the overall general weighted average (GWA) of each respondent with their

corresponding level of academic performance. During their first year, all 16 respondents

got grades that ranges from 1.51-2.00. In their second year, majority or 9 out of 16

respondents got grades that ranges from 2.01-2.50 while 7 of them got an average of 1.51-

44
 2.00. In their third year, majority or 11 of them got grades ranging from 1.51-2.00 while

only 5 got grades ranging from 2.01-2.50.

To sum up, majority or 13 of the respondents have 1.51-2.00 GWA which has a

qualitative rating of “very satisfactory”, while only 3 have 2.01-2.50 GWA which has a

qualitative rating of “satisfactory”.

D. Test for the Relationship between Academic Performance and Learning Strategies

Table 9. Test for the Relationship between Academic Performance and Learning

Strategies

Test Computed Critical

Aspects df Decision Interpretation
Statistic Value Values
There is no significant
Academic relationship between
Pearson
Performance vs. 5.9914 Accept the academic
Chi- 5.789 2
Learning Strategies 6 HO performance and
square
no. 1 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 3.8414 Accept the academic
Chi- 0.007 1
Learning Strategies 6 HO performance and
square
no. 2 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 5.9914 Accept the academic
Chi- 2.215 2
Learning Strategies 6 HO performance and
square
no. 3 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 3.8414 Accept the academic
Chi- 0.246 1
Learning Strategies 6 HO performance and
square
no. 4 learning strategies of
the respondents

45
 There is no significant
Academic relationship between
Pearson
Performance vs. 5.9914 Accept the academic
Chi- 4.747 2
Learning Strategies 6 HO performance and
square
no. 5 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 7.8147 Accept the academic
Chi- 3.692 3
Learning Strategies 3 HO performance and
square
no. 6 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 3.8414 Accept the academic
Chi- 0.163 1
Learning Strategies 6 HO performance and
square
no. 7 learning strategies of
the respondents
There is no significant
Academic relationship between
Pearson
Performance vs. 7.8147 Accept the academic
Chi- 2.288 3
Learning Strategies 3 HO performance and
square
no. 8 learning strategies of
the respondents

Ho: There is no significant relationship between the academic performance and learning

strategies of the respondents.

As shown in the Table 9, the computed Pearson chi-square values were lesser than

the critical values at 0.05 level of significance. We can derive that out of the 8 categories

of learning strategies none have significant relationship between academic performance.

This further concludes that the academic performance of the respondents weren’t related

with their different learning strategies.

46
 E. Test for the Relationship between Academic Performance and Attitudes/Habits

Table 10. Test for the Relationship between Academic Performance and
Attitudes/Habits

Test Computed Critical

Aspects df Decision Interpretation
Statistic Value Values
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 2.215 7.81473 3 Accept HO
performance and
Attitudes/Habits no. 1 square
attitudes/habits of the
respondents
There is a significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 10.165 7.81473 3 Reject HO
performance and
Attitudes/Habits no. 2 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 0.527 3.84146 1 Accept HO
performance and
Attitudes/Habits no. 3 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 2.247 7.81473 3 Accept HO
performance and
Attitudes/Habits no. 4 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 1.413 5.99146 2 Accept HO
performance and
Attitudes/Habits no. 5 square
attitudes/habits of the
respondents
There is a significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 4.622 3.84146 1 Reject HO
performance and
Attitudes/Habits no. 6 square
attitudes/habits of the
respondents

47
 There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 4.747 5.99146 2 Accept HO
performance and
Attitudes/Habits no. 7 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 3.341 7.81473 3 Accept HO
performance and
Attitudes/Habits no. 8 square
attitudes/habits of the
respondents
There is no significant
relationship between
Academic Pearson
the academic
Performance vs. Chi- 1.231 3.84146 1 Accept HO
performance and
Attitudes/Habits no. 9 square
attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.163 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
10 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.852 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
11 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 2.288 5.99146 2 Accept HO
Attitudes/Habits no. performance and
square
12 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 4.747 7.81473 3 Accept HO
Attitudes/Habits no. performance and
square
13 attitudes/habits of the
respondents
Academic There is no significant
Pearson
Performance vs. relationship between
Chi- 0.852 3.84146 1 Accept HO
Attitudes/Habits no. the academic
square
14 performance and

48
 attitudes/habits of the
respondents

There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.246 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
15 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.788 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
16 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.137 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
17 attitudes/habits of the
respondents
There is no significant
Academic relationship between
Pearson
Performance vs. the academic
Chi- 0.027 3.84146 1 Accept HO
Attitudes/Habits no. performance and
square
18 attitudes/habits of the
respondents

Ho: There is no significant relationship between the academic performance and

attitudes/habits of the respondents.

As shown in the Table 10, 16 out of 18 computed Pearson chi-square values were

lesser than the critical values at 0.05 level of significance. We can derive that out of the 18

categories of attitudes/habits only 2 have significant relationship with their academic

performance. This further concludes that financial matters and having personal computers

affects the respondents’ academic performance.

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 F. Test for the Relationship between Academic Performance and Profile of Nursing
Students

Table 11. Test for the Relationship between Academic Performance and Profile of
Nursing Students

Test Computed Critical

Aspects df Decision Interpretation
Statistic Value Values
There is no significant
Academic
Pearson relationship between
Performance vs.
Chi- 2.325 9.48773 4 Accept HO the academic
Profile of Nursing
square performance and profile
Students No. 1
of nursing students
There is no significant
Academic
Pearson relationship between
Performance vs.
Chi- 0.574 7.81473 3 Accept HO the academic
Profile of Nursing
square performance and profile
Students No. 2
of nursing students

Ho: There is no significant relationship between the academic performance and profile of

the nursing students.

As shown in the Table 11, the computed Pearson chi-square values were lesser than

the critical values at 0.05 level of significance. We can derive that categories of profiles

have no significant relationship between academic performance. This further concludes

that the profile of the respondents in terms of parent’s monthly income and number of hours

studying have no relationship with their academic performance.

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 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion and recommendations

offered in the study.

Summary:

The following questions are answered by this study.

1. What is the profile of nursing students at Catanduanes State University, College

of Health Sciences in terms of:

1.1 Parent’s Monthly Income

1.2 Number of Hours Spent on Studying

2. What are the study behaviors of the nursing students in terms of the following:

2.1 Learning Strategies

2.2Attitudes/Habits

3. What is the level of academic performance of nursing students at CSU, CHS?

4. Is there a significant relationship between the profile, study behaviors and

academic performance of nursing students at Catanduanes State University, College of

Health Sciences?

The study used the descriptive - correlation method of research with questionnaires

as the main data gathering instrument. The population of this study was selected 4th year

Nursing students of Catanduanes State University, College of Health Sciences.

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 The statistical used were frequency count and percentage to indicate the number of

respondents under a particular category and weighted mean.

Findings:

The important findings of the study are the following:

1. Profile of Nursing Students

1.1 Majority reveals that four (4) of the students has a parent’s monthly

income of ₱ 11,000 - ₱ 15,000.

1.2 The most preferred hours of studying by students are only 30 minutes –

1 hour.

2. Study Behaviors of the Nursing Students

2.1 On the eight (8) learning strategies, most respondents “strongly agree”

with item no. 4 which is “paying attention enables me to fully understand subject

matter.” Which has the highest weighted mean which is 3.94 with a qualitative

response of “strongly agree” while item no. 6 which is “playing music while

studying helps a lot” got the lowest weighted mean which is 3.0 with a qualitative

response of “agree”.

2.2 Making realistic goals helps to be more determined in studies got the

highest rank among eighteen (18) attitudes/habits with a weighted mean of 3.94 and

a qualitative rating of “strongly agree” while student that engages in vices like

alcohol lessen their time to prepare in school got the lowest weighted mean which

is 3.0 with a qualitative response of “agree”.

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 3. As to respondents’ GWA, thirteen (13) students have a general weighted average

that fall within the range of 1.51– 2.00 with a scale of “very satisfactory”.

Conclusions:

Based on the findings, the following conclusions were drawn:

1. The majority family income of selected nursing students of CSU, CHS

are ranging from ₱ 11,000 - ₱ 15,000.

2. Generally, the selected nursing students spent their hours on studying

mostly limits to 30 minutes – 1 hour.

3. Majority of the selected nursing students strongly agree to all different

learning strategies and attitudes/habits offered in accordance with their

study behaviors/habits.

4. Generally, the study behaviors that mostly affect the selected nursing

students are the statement in learning strategies item no. 4 and in

attitudes/habits item no. 15. These statements are: (a) paying attention

to enables me to fully understand subject matter, and (b) making

realistic goals helps me to be more determined in my studies

respectively. These strategies aid in enhancing the student’s cognitive

ability and at the same time, providing motivation for their studies.

Recommendations:

Based on the conclusions, the following recommendations were made:

1. The students must continue paying attention to their class. They should

always be equipped by their realistic goals.

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2. One implication of study habits applied by students can be successful in

increasing their achievement. Affected by some factors in their application,

the parents should make themselves available to talk to their children and

they should continue supporting, and providing not only the needs of their

children but also a positive environment at home.

3. The faculty members/professors/instructors should always encourage the

students in their studies like giving some inspirational/motivational

thoughts.

4. The institution should render activities that can motivate or enhance

supplementary knowledge of students.

5. To future researchers, this may serve as a guide and reference to your

studies.

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