Theoretical and Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Figure 1. Schematic Diagram Showing the Relationship of the Independent and Dependent Variables

TEACHING AND LEARNING ACTIVITIES

Utilization of visual aids

Oral communication

Application and classroom

activity

ACADEMIC RETENTION

Level of understanding

Statement of the Problem

1. What is the extent of involvement of the 3rd year engineering students of

Saint Joseph Institute of Technology in terms of:

1.1 Utilization of visual aids

1.2 Oral communication

1.3 Application and classroom activity

2. What is the Academic Retention of 3rd year engineering students of Saint

Joseph Institute of Technology in terms of:

2.1 Level of understanding

3. Is there a significant relation between teaching and learning activities and

the academic retention of 3rd year engineering students of Saint Joseph

Institute of Technology?

4. On the basis of the findings, what program and recommendation can be

developed?

Hypothesis

There is no relationship between the teaching and learning activities and

academic retention of 3rd year engineering students of Saint Joseph Institute of

Technology.

Scope and Limitation of the Study

The researchers conduct their study at Saint Joseph Institute of

technology, Montilla Boulevard, Butuan City. The participants of this study are

the 3rd year civil engineering students who are taking their respective course in

Saint Joseph Institute of Technology. Out of 26 3rd year civil engineering the

researcher will get 20 of them to answers the 10 questions that the researcher

made. And also the scope and limitation of this study is to identify the relationship

between teaching and learning activities and the academic retention of the 3rd

year civil engineering students of Saint Joseph Institute of Technology.

Significance of the Study

The Teachers. They will also benefit from the result of the study because

some learning activities are measured and personally undertaken to improve

their teaching and learning activities so that they can be more dynamic and

effective teachers in the future.

The Students. The result of the study will help the students to know what

could be the best teaching and learning activities so that they can use their

academic retention.

To Saint Joseph Institute of Technology. The school will also benefit

the result of the study by knowing what is the effective teaching method that the

teachers need to use.

Definition Of terms

Academic Retention. This term refers to the process by which the

student absorbed the application. Or what method they can simply gain their

academic retention.

Application and classroom activity. This term refers to the process by

which the students given an activity which is related to their topic. The examples

of activity are quiz bowl, games, and laboratory activity.

Level Of understanding. This term refers to the process by which the

student has a different level of understanding regarding on what learning

activities the teacher shall make.

Oral Communication. This term refers to the process by which the

teacher using his mouth to discuss to his students. It is also the activity of

conveying information through the exchange of thoughts, messages, or

information, as by speech, signals or behavior.

Teaching and Learning Activities. This term refers to the process by

which teaching performance and activities he\she made so that his students can

understand the topic that he taught.

Utilization of visual aids. This term refers to the process by which

another type of teaching method which is the teacher using charts, and the

Microsoft PowerPoint.

Chapter 2

METHODOLOGY

This chapter discusses the research design, research locale,

respondents/subject, research instruments, data gathering procedure and

statistical tools being employed for data analysis and appropriate interpretation.

Research Design

The researcher used the descriptive – correlational design to examine the

result of the two variables in the study. And used to answer on how the teaching

and learning activities have an effect to the academic retention of the 3rd year civil

engineering in Saint Joseph Institute of Technology.

It is descriptive because it is used to answer the question “what”. It is also

used to describe the situation of the two variables. It is correlational study

because it is used to determine whether if there is a relationship.

And it is also correlational because the researcher tries to determine the

relationship of the two variables which is the teaching and learning activities and

the academic retention with the help of some data and information from books

and internet.

Respondents/Subject

The total population of the institution enrolled in 3rd year engineering

students in Saint Joseph Institute of Technology is 70. And the researcher

focused on the 3rd year civil engineering students with a population of 26. And

since it is only 26 the researchers decided to pick all of them to answer the

questionnaire prepared by the researchers. So that it will not be biased for the 3rd

year civil engineering students who are taking their respective course in Saint

Joseph Institute of Technology.

Research Instrument

The researcher uses a questionnaire as a tool to gather information from

the respondents of their research. There are 3 parts of the questionnaire. Part 1

is the background of the respondents this is done for us the researcher know

their respondents though it is option not to write their name to respect their

privacy. Part 2 is the teaching and learning activities rating. Part 3 is the

Academic retention rating.

Data Gathering

The researchers will ask permission from the dean of College of

Engineering and Architecture to allow the Third civil year Engineering Students

student to answer the questionnaire. The questionnaire will be distributed inside

the campus and they will explain it to the respondents of what is the purpose of

the study and the researchers also should ask their permission.

Teaching and Learning Activities and the Academic Retention Of the 3rd year

engineering students of Saint Joseph Institute of Technology

The study is aimed to assess the academic retention of 3rd year engineering students of the College of Engineering and Architecture in order to determine areas for improvement in the Teaching and learning activities.

Part 1: Profile of the Student

Name:____________________________ Course: ______________

Age : ____________________________ Sex : ____M ___F

Part 2: Teaching and learning activities rating

Please check your appropriate response in every indicator:

4 strongly agree

3 agree

2 moderately agree

1 disagree

Teaching and learning activities Rating

1.Utlization of visual aids 4 3 2 1

My teacher or the faculty in Math 6 utilizes visual aids so that we can follow the flow of his discussion.

My teacher or the faculty in GE-1 utilizes visual aids for us to study the past discussion.

My teacher or the faculty in RES utilizes visual aids to make the discussion understandable.

My teacher or the faculty in ES-1A utilizes visual aids to practice some solutions when there are vacant times

My teacher or the faculty in ME-1 utilizes visual aids for us to have an advance study.

My teacher or the faculty in MATH 7 utilizes visual aids for us to gain stock knowledge.

2. Oral communication

My teacher or the faculty in Math 6 practice oral communication to explained us how to solve some problems.

My teacher or the faculty in GE-1 practice oral communication to discuss what is written in the board.

My teacher or the faculty in RES practice oral communication so that she can demonstrate the steps in making a research.

My teacher or the faculty in ES-1A practice oral communication to discuss clearly and understandable on the given topic

My teacher or the faculty in ME-1 used oral communication to teach us by using other language so we can easily understand the topic.

My teacher or the faculty in Math 7 used oral communication to

3. Application and classroom activity

My teacher or the faculty in Math 6 give us quiz for us to think critically to solve some math problems

My teacher or the faculty in GE-1 also gives us quiz to know if we understand the discussion.

My teacher or the faculty in RES gives us group activity for us able to know how to conduct some parts of our research.

My teacher or the faculty in ES-1A gives us an assignment and then some of the students will answer it on board this will help to promote self esteem.

My teacher or the faculty in ME-1 gives us activity like quiz bowl this will help to us to promote teamwork and at the same time enjoyable.

My teacher in Math 7 gives us as a quiz to and assignments to add some points in our grades.

Part 3: Academic Retention Rating

Academic Retention Rating

1. Level of understanding 1 2 3 4

Easily understood through visual aids

Enhance the mind to adapt it clearly with help

of activities

Recognize principles, ideas and information

Through process by examine, classify and collect data

Relate the discussion into reality.

Comprehends or interpret the main point of topic

Research Locale

The SJIT Main Campus, located at central part of Butuan City, is

composed of three 5-storey buildings and 7-storey building. It has a total campus

area of 4600sq.m. Bounded by Montilla Blvd. at the western side, T. Calo St. at

the south, R. Calo St. at the east and Rosales St. on its northern side. The 5-

storey L-shaped old bldg. that was constructed on 1980 has 4 classrooms, two

administrative offices and five laboratories. The 5th floor is occupied by local GMA

channel 7 TV station and Killer Bee FM station.

Another L-shaped 5-storey building that was completed and occupied in

1991 is the NAS Bldg. The whole ground floor of this building is occupied by six

administrative offices, including the office of the President, and the 323 person

capacity SJIT Multi-Media Center. The upper floors are composed of 25

classrooms. 7 laboratories, 3 college offices, 3 air-conditioned college audio-

visual rooms (AVR’s), the School Medical/Dental Clinic, the HRD office, 4 male

comfort rooms and 4 female comfort rooms.

The 5-storey LCS Bldg., which was occupied on 1995, caters most of the

engineering classes. It has a total 9 classroom, 4 laboratories (two engineering

laboratories and two internet laboratories), the school bodega at the ground floor,

the College of Engineering and Architecture office and it’s AVR at the 2nd floor

and the Main Library B at the 5th floor. The latest building in the campus, which

was occupied on 2003, is the 7-storey NJS Bldg. It has 5 classrooms, 3 college

AVR’s, and four laboratories. The whole ground floor of this building is composed

of 4 administrative offices.

The entire 4th floor is the place for SJIT Main Library A, which is fully air-

conditioned, and the 6th floor is the school’s accreditation room. NJS Bldg. is

equipped with a 10 person capacity passenger elevator. All buildings at the main

campus are interconnected at all floors to have a traffic access at all classrooms,

offices and other facilities.

Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

In this study, we investigate the relationship between Teaching and

Learning Activities and the academic retention of 3rd year Civil Engineering

students of Saint Joseph Institute of Technology. The idea for the study stems

from questions that arose upon qualifying examination of what level of

understanding and learning we have in the past 2 years in college life.

The academic retention is dependent on teaching and learning activities

and b that, teaching and learning activities have a very big important role on

molding and build the foundation of the child academic retention. A significant

proportion of engineering and technology students fail to graduate is that their

academic retention as an increasing concern in many institutions of higher

education. High non-completion rates are undesirable of several reasons.

Retention not only has an impact on individual students and their families,

but also produces a riffle effect on the post secondary institutions, the workforce

and the economy students well. Student retention is a topic that has involved

considerable research interest especially in the UK and USA but also

increasingly in Europe. Differences in assumptions and contexts, however, mean

that findings applicable in one part of the world may be more or less irrelevant in

other parts.

Review of Related Literature and Studies

Student retention has already for long been among the most widely

researched areas in higher education. The generalizability of research in this

field, however, is problematic due to cultural and structural differences between

countries, universities and even programs where research is done. In recent

years, much effort has been put in attracting young people to engineering.

However, once the students are in universities, there is another challenge: how

to retain them? In Sweden for instance, where the number of new entrants to

engineering programs has grown 50% in the last 15 years, the graduation rates

have simultaneously declined significantly. This illustrates a common problem;

the students apply for engineering degrees, but the universities fail to retain them

(Forsman 2011). Van den Bogaard (2011) has also pointed out that engineering

students tend to drop out of university more often and they take a longer time to

graduate than their peers on non-engineering programs. For example in Sweden,

around 7000 students register in Master’s programs in engineering each year.

There is currently much interest not only in access to higher education but also in

student successes.

Not surprisingly, concern about high dropout rates in higher education has

also increased over the years, since “although participation in higher education

has expanded significantly in recent years, the proportional figure for dropout has

remained relatively stable” at least in the UK (Thomas 2002). There is also a

large body of international research and theory exploring the impact various

individual, social and organizational factors on student retention in higher

education (Thomas 2002).

The difficulty with international comparison often lies in the differences

between national systems, concepts and performance indicators. This is also the

case with student retention- a complex, confusing and context dependent

concept-which is not only difficult to define in universal terms but also rather

challenging to measure and control. It has, however, been suggested that

withdrawal from university can arise either from voluntary withdrawal or from

forced withdrawal (academic dismissal).

Retention and dropouts are also widely used concepts and typically

defined as two sides of the same coin. Simplistically, retention is staying in

university until completion of a degree and dropping out is leaving university

prematurely (Hagedorn 2006).

A national survey (HSV 2009), however, shows that around 2200 of them

drop out this type of engineering education. The same survey also shows that

only about 37% of the students graduate within the nominal study time (in

2005/2006and 2006/2007), whereas the typical study time tends to be nominal

study time plus 1 year for approximately 70% of the graduates and the nominal

study time plus 2 years for approximately 86% of the graduates. Another

interesting example comes from the Netherland.

Questionnaire

Teaching and Learning Activities and the Academic Retention Of the 3rd year Civil

Engineering students of Saint Joseph Institute of Technology

The study is aimed to assess the academic retention of 3rd year civil engineering students of the College of Engineering and Architecture in order to determine areas for improvement in the Teaching and learning activities.

Name:____________________________ Course: ______________

Age : ____________________________ Sex : ____M ___F

Part 2: Teaching and learning activities rating

Please check your appropriate response in every indicator:

4 strongly agree

3 agree

2 moderately agree

1 disagree

Teaching and learning activities Rating

1 2 3 4

1. Make the students follow the flow of discussion.

2. The students can get the main point of discussion.

3. Make report well organized, clearer, and more

interesting.

4.Audience find out how to do something, clarify the

relationship among numerical data.

5. Add variety and emphasize to the presentation.

6. Simple visuals are more effective.

7. One-on-one speaking( Student-student or student-

teacher)

8.Smaller scale setting for discussion

9.Full class discussion

10.In class debates and deliberations

11.Speeches and presentation

12.Oral examinations

13.Increase student involvement and interest in the

classroom

14.Getting students to really think about the material so they

are able to vocalize what it they are thinking about is.

15. Provide opportunities for the students to enhance their leadership skills.

16. Make the discussion alive and enjoyable.

17. Make the topic easily understood and easy to remember.

18. Build teamwork and think critically.

19. Easily understood through visual aids

20.Enhance the mind to adapt it clearly with help

of activities

21.Recognize principles, ideas and information

22.Through process by examine, classify and collect data

23. Relate the discussion into reality.

24.Comprehends or interpret the main point of topic

TEACHING AND LEARNING ACTIVITIES AND THE ACADEMIC RETENTION OF THE

3RD YEAR CIVIL ENGINEERING STUDENTS AT SAINT JOSEPH

INSTITUTE OF TECHNOLOGY

A Research

Presented to

Dr. Levita B. Grana, CE

The Faculty of the College of Engineering

Saint Joseph Institute of Technology

Butuan City

In Partial Fulfillment of the Requirements for the course

Research - 1

By:

Acierto Michael John

Ali, Jamina B.

Antod, Engelbert

Apostadero, Lino

March 2013