_psychological Factors Affecting Academic Performance of Adamson University Students_ (1)

7/25/2019 _psychological Factors Affecting Academic Performance of Adamson University Students_ (1)

1/46

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

1


2/46

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)

2


3/46

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)

3


4/46

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=

4


5/46

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


6/46

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)

6


7/46

/) 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


17/46

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%


18/46

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%

18


19/46

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.)

19


20/46

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


21/46

"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

21


22/46

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

22


23/46

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


24/46

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

Documents

_psychological Factors Affecting Academic Performance of Adamson University Students_ (1)