_psychological factors affecting academic performance of adamson university students_ (1)
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PSYCHOLOGICAL FACTORS AFFECTING ACADEMIC PERFORMANCE OF
ADAMSON UNIVERSITY STUDENTS
A Thesis Submitted to the Department of Language,
College of Liberal Arts
In Partial Fulfillment of the Reuirements for Te!hni!al "nglish
#asilla$e, "dmond
Talingdan, Timoth% &ohn
'i!torino, (arifer A)
Prof) &ose Ri*al +) Dapat
Thesis Ad-iser.
September /012
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APPROVAL SHEET
This resear!h 3or4 entitled, PS5C6+L+7ICAL FACT+RS AFF"CTI87
ACAD"(IC P"RF+R(A8C" +F ADA(S+8 98I'"RSIT5 ST9D"8TS b% #asilla$e,
"dmond, Talilingdan,Timoth% &ohn and 'i!torino, (arifer, to the Foreign Language Department
College of Liberal Arts and "du!ation in partial fulfillment of the reuirements of the Sub$e!t
Te!hni!al "nglish, is hereb% a!!epted)
____________________________________
&ose Ri*al +) Dapat (Professor)
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ACKNOWLEDGEMENT
The resear!hers 3ould li4e to than4, first of all, the almight% 7od) 6e has gi-en them
3isdom and the proper s4ills to finish this resear!h paper) And 3ithout 6is ne-er ending gra!e
and mer!% the% 3ould ha-e ne-er a!!omplished this tas4) The% 3ould also 3ish to gi-e their
deepest than4s to Sir &ose Ri*al +) Dapat, for 3ithout his unending guiding and !ontinuous
positi-e !riti!ism the resear!hers 3ould ha-e produ!ed a substandard resear!h 3or4) The% 3ould
also 3ish to than4 the -arious respondents) The Adamson 9ni-ersit% students 3ho diligentl%
ans3ered their uestionnaires 3hi!h enabled the interpretation and !ompletion of all the data
tables the reader 3ill -ie3 in the paper)
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TABLE OF CONTENTS
Abstra!t Page :
Chapter 1 Page 1;
Chapter / Page /0
Chapter < Page /2
Chapter 2 Page /;
Chapter : Page 21
Chapter ; Page 2=
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ABSTRACT
Title> Ps%!hologi!al Fa!tors Affe!ting the A!ademi!
Performan!e of Adamson 9ni-ersit% Students
Resear!hers> #asilla$e, "dmond
Talingdan, T?)
'i!torino, (arifer
Sub$e!t> Te!hni!al "nglish
S!hool> Adamson 9ni-ersit%
Professor> Prof) &ose Ri*al DapatThesis Ad-iser.
Statement of the Problem>
This stud% aims to identif% the -arious ps%!hologi!al fa!tors that affe!t a student@s a!ademi!
performan!e and identif% a definite relationship bet3een the t3o -ariables of ps%!hologi!al
problems and a!ademi! performan!e) Spe!ifi!all%, this see4s to ans3er the follo3ing uestions>
1) hat is the profile of the respondents in terms of>
a) Ageb) 7ender
!) 5ear Le-el
d) College Department
e) 8ationalit%/) hat ps%!hologi!al fa!tors affe!t the a!ademi! performan!e of Adamson 9ni-ersit%
studentsB
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2) If there is an% additional fa!tor, ho3 do the% influen!e a!ademi! performan!e 3ith regard
to ps%!hologi!al fa!torsB
Resear!h (ethodolog%>
The methodolog% emplo%ed in the stud% 3as des!ripti-e) The resear!h 3as !ondu!ted
3ith the aid of -arious materials, namel%> boo4s, online arti!les, and $ournals) All !itations of
materials are in the Ameri!an Ps%!hologi!al Asso!iation APA. format) 'arious boo4s on
ps%!holog% 3ere referen!ed in regard to the topi!s of learning, stress, and moti-ation) A 10
uestion sur-e% form 3as distributed randoml% to /2respondents) The uestionnaire is designed
to determine and anal%*e different fa!tors affe!ting the a!ademi! performan!e of students from
Adamson 9ni-ersit%) Aside from this the test also attempts to !orrelate the age, gender, !ourse,
%ear le-el and nationalit% of the respondents to the gi-en topi!)
A) Instruments 9sed
1) For the profile of the respondents, the formula used to !ompute the 3eighted
a-erage of the data is the simple per!entage formula)
P E5. G 100
here>
P Per!entage or 3eighted a-erage
E the total number of a spe!ifi! profile) "G> The total number of female 3ho ans3ered the
sur-e%
5 the total number of respondents)
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/) For the anal%sis of the sur-e% uestions, the method used is b% getting the
3eighted mean of the respondents@ ans3er based on the Li4ert s!ale, 3here the
ans3ers of the respondents falls under fi-e different freuen!ies>
:Al3a%s
2(ost of the time
m H 8r1Fl1.5
here>
m 3eighted mean
8r number of respondents 3ho ans3ered a !ertain freuen!%
Fl -alue of the freuen!% i)e)sometimes
1) hat is the profile of the respondents in terms of>
1)1 Age1)/ 7ender
1)< 5ear Le-el
1)2 Course1): 8ationalit%
/) hat ps%!hologi!al fa!tors affe!t the a!ademi! performan!e of Adamson 9ni-ersit%
studentsB
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The resear!h shall fo!us mainl% on the aforementioned uestions)
C) Signifi!an!e of the Stud%
The stud% 3ill benefit the follo3ing>
1) The students of the uni-ersit%
/) The fa!ult% of the uni-ersit%
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Ps%!hologi!al Fa!tors Fa!tors that affe!t thin4ing and !omprehension su!h as mental health and
stress le-el
Cogniti-e De-elopment Pertains to an indi-idual@s de-elopment of hisher thin4ing !apabilities
A!ademi! Performan!e Pertains to a student@s final grades
Ph%siologi!al fa!tors ph%si!al !hara!teristi!s of a person
Sleep depri-ation la!4 of undisturbed sleep
Altered states of !ons!iousness from spa!ing out to un!ons!iousness
So!ial -ariables so!ial groups of a person i)e) famil%, peers et!.
Intelle!tual defi!its la!4 of abilit% to gather information fastl%
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CHAPTER II
Re-ie3 of Related Literature
This !hapter !ontains related studies from $ournals, boo4s, maga*ines, and the re-ie3 of
related literature) The s!ope of a!ademi! performan!e relies hea-il% on different fa!tors)
(easuring of a!ademi! performan!e of students is !hallenging sin!e student performan!e is a
produ!t of so!ioe!onomi!, ps%!hologi!al and en-ironmental fa!tors) These fa!tors -ar% but the
stud% is !omposed of ps%!hologi!al fa!tors that !an be identified and measured) These fa!tors
indi!ate ho3 the students are affe!ted so!iall%, ph%si!all%, and mentall% 6ansen, /000.)
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Learning and memor% !an be affe!ted b% stress) Although an optimal le-el of stress !an
enhan!e learning abilit%, too mu!h stress !an !ause ph%si!al and mental health problem and ma%
affe!t the a!ademi! a!hie-ement of students) Illness and health are therefore no longer seen as
due purel% to ph%siologi!al fa!tors, but to the interpla% of biologi!al, ps%!hologi!al, and so!ial
-ariables Di(atteo and (artin, /00/.) A re-ie3 of lo!al literature indi!ates that Filipino
uni-ersit% students usuall% eGperien!e stress due to a multitude of 3a%s su!h as 1). 6ealth
fa!tors> amount of eGer!ise, sleeping habits, nutritional routines) /). A!ademi! fa!tors, famil% and so!ial support and problems 3ith roommates R%an, /002.)
Students !annot be good problem sol-ers if the% are mentall% affe!ted and if the% are sleep%,
hungr%, tired, or under stress) The relationship bet3een sleep depri-ation and !ogniti-e fun!tions
is do!umented in this stud%) Learning and general a!ademi! beha-ior are affe!ted b% fatigue and
altered states of !ons!iousness Smith and Fredri!4son, /00
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"Gisten!e of a health, finan!ial or other so!ial problem is neither a uniue !hara!teristi!
of students, nor predi!ti-e of the student@s performan!e) hat !learl% emerged 3as that the
!oping me!hanisms used 3ill ma4e the differen!e in 3hether an unfortunate e-ent 3ill ha-e an
impa!t or not on a!ademi! performan!e of students) Although some of these !oping me!hanisms
ma% be inherent to the ps%!hologi!al ma4eup of indi-idual students, a strong pastoral net3or4
!ould help to3ards de-eloping su!h me!hanisms in o-er!oming diffi!ulties 3ith minimum long
term !onseuen!es in performan!e Todres O Tsimtsiou, /01/.)
Despite often !on!entrating on negati-e points, students also had good things to sa% about
their uni-ersit% N sometimes 3ith eGperien!e of being able to !ontrast it 3ith other higher
edu!ational institutions) The uni-ersit% 3as per!ei-ed as ha-ing an attra!ti-e !ampus, and staff
are in-ariabl% seen as friendl% and helpful) (an% students do perse-ere and settle into uni-ersit%
life, e-en after a rather ris4% fist term Lo3is and Castle%, /00=.)
The influen!e of age and gender on a!ademi! performan!e has been in-estigated in a
number of studies 3ith 3idel% differing !on!lusions) (ost of the differen!es in reported findings
are due to -ar%ing !onteGts su!h as sub$e!t of stud%, age and gender intera!tions) Resear!h has
sho3n that men perform better than 3omen in !ertain settings 3hile 3omen outperform men in
other settings) There is no found e-iden!e of a!ademi! performan!e being influen!ed b% gender
6aist, ilson, "lam, #lue, O Fosson, /000.) In summar%, more resear!h on age and gender
differen!es in a!ademi! a!hie-ement is needed to ma4e !on!lusi-e impli!ations of the impa!t
that age and gender ma% ha-e on students@ a!ademi! a!hie-ement) This stud% 3as !ondu!ted to
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determine 3hether students@ age and gender 3ould ma4e a differen!e in their a!ademi!
a!hie-ement Cole%, /001.)
ith regard to the issue of student age, re!ent !hanges in edu!ational poli!ies around the
3orld ha-e led to an in!rease in the number of matureage admissions in edu!ational institutions)
hile a large proportion of undergraduate students are still 1%ear olds, the ages of students in
!lasses are no3 more -ariable than 10 to 1: %ears ago) The definition of a mature student -aries
b% !ountr% 3ith /1, // and /:%ear old students being !lassified as mature students in the 9nited
ingdom, 9nited States of Ameri!a and Australia, respe!ti-el%) In this stud%, mature students are
defined as those students 3hose age 3as greater than /1 %ears on their first da% at the uni-ersit%)
Students 3ho 3ere /1 %ears of age and %ounger 3ere !lassified as Q%oung@ students) (ature
students are thought to la!4 basi! s4ills reuired for effe!ti-e stud% or to be impaired b% age
related intelle!tual defi!its) (ature students tend to be admitted into their programs 3ith
distin!tl% lo3er edu!ational attainment than the %oung students 8e3manFord, Llo%d O
Thomas, /00.)
CHAPTER III
Resear!h (ethodolog%
This !hapter dis!usses methodolog% emplo%ed in the stud%) It dis!usses statisti!al tools
and their sour!es) The resear!h 3as !ondu!ted 3ith the aid of -arious materials, namel%> boo4s,
online arti!les, and $ournals) All !itations of materials are in the Ameri!an Ps%!hologi!al
Asso!iation APA. format) 'arious boo4s on ps%!holog% 3ere referen!ed in regard to the topi!s
of learning, stress, and moti-ation) A 10uestion sur-e% form 3as distributed randoml% to /2
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respondents) The uestionnaire is designed to determine and anal%*e different fa!tors affe!ting
the a!ademi! performan!e of students from Adamson 9ni-ersit%) Aside from this the test also
attempts to !orrelate the age, gender, !ourse, %ear le-el and nationalit% of the respondents to the
gi-en topi!)
#) Instruments 9sed
For the profile of the respondents, the formula used to !ompute the 3eighted
a-erage of the data is the simple per!entage formula)
P E5. G 100
here>
P Per!entage or 3eighted a-erage
E the total number of a spe!ifi! profile) "G> The total number of female 3ho ans3ered the
sur-e%
5 the total number of respondents)
2Al3a%s
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To get the 3eighted mean of the respondents in ea!h sur-e% uestion, the formula to be
used is>
m H 8r1Fl1.5
here>
m 3eighted mean
8r number of respondents 3ho ans3ered a !ertain freuen!%
Fl -alue of the freuen!% i)e) sometimes