Thesis Keep the Faith Chapter 4 Edited

8/19/2019 Thesis Keep the Faith Chapter 4 Edited

1/81

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

1

Chapter 1THE PROBLEM AND ITS BACKGROUND

Intro!"t#onDevelopmental psychologists have been interested on how parents influence the

development of children's social and instrumental competence since at least the 1920s.

One of the most robust approaches to this area is the study of what has been called

"parenting style." Darling !. et. al. 199#$. %arenting style is a psychological construct

representing standard strategies that parents use in their child rearing. &t can also be

effective not only on raising a child from infancy to adulthood but also on motivating

them in their academic performance and improving their learning strategies. aumrind

D. 1991$ (earning )trategies are used by students to help them understand

information and solve problems. &t focuses on ma*ing them more active learners by

teaching them how to learn and how to use what they have learned to solve problems

and be successful. +ith the help of the parents these particular learning strategies

could be improved.,here are four parenting styles parents used to raise and motivate their children

especially in their learning strategies to improve their academic performance.

aumrind D. 1991$. -irst is the uthoritarian. ,he authoritarian parenting style puts an

emphasis on a child/s submission to parental demands. %arents using this style tend to

be strict emotionally distant and demanding. )ome believe that the authoritarian style

is the best for academic purposes which is can be due to its ability to put pressure on

children to perform well in school. owever the constant demands and directions of

parents can lead children to overly rely on parents for guidance which can hurt


2/81


2

creative endeavors or academic performance in classes that reuire high amounts of

creative energy such as the arts.)econd is uthoritative. ,he authoritative style shares many similarities with the

authoritarian style in that it also puts demands on children and pressures them to

perform well in their academic endeavors. owever it differs in that authoritative

parents are emotionally close to their children engaging their children in discussions of

feelings and personal issues. uthoritative style is often preferable to the authoritarian

style because it is less harmful to a child/s selfesteem and ability to thin*

autonomously. ,he authoritative style brings the advantages of the authoritarian style

without the disadvantages. 3ompared to children raised in authoritarian styles children

raised by authoritative parents are often focused on achievement for personal internal

reasons not to please their parents. -or this reason they are more willing to engage

themselves in studies and topics that interest them and fields that they feel confident in.

,hird is the %ermissive. ,he permissive style drops the strictness of the

authoritative style but *eeps the emotional closeness. +hile this sounds li*e a good

style it can be detrimental to a child/s emotional performance because it lac*s the

pressure that authoritative and authoritarian parents put on their *ids. -or this reason

children have more free rein over their activities and will often neglect their studies in

favor of more immediate and entertaining achievements such as playing and ma*ing

friends. +hile children raised in permissive families tend to be selfconfident they often


3/81


3

have trouble with selfcontrol and understanding the importance of boundaries two

concepts important in academic performance.(ast is the 4ninvolved. ,he uninvolved parenting style is ob5ectively the worst.

4ninvolved parents are neither demanding nor emotionally involved. ,hey give their

children complete control over their school wor* and do not help their *ids through

emotional or personal problems aumrind D. 1969$. s moms li*ely already *now a

child without boundaries or emotional support is a child who will not study. ,hese

children tend to perform poorly in school. %arents employing an uninvolved style will

need to ma*e drastic changes if they hope to bring their children/s academic

performance up 7erial D. 2010$. lthough a parent/s role in their children/s learning evolves as *ids grow one

thing remains constant8 parents are the children/s learning models. ,heir attitudes

about education can inspire their child and show them how to ta*e charge of their own

educational 5ourney. &n the early years parents are their children/s first teachers

e:ploring nature reading together coo*ing together and counting together. +hen a

young child begins formal school the parent/s 5ob is to show him how school can

e:tend the learning you began together at home and how e:citing and meaningful this

learning can be. ,hrough guidance and reminders parents help their *ids organi;e

their time and support their desires to learn new things in and out of school Osborne


4/81


4

complete high school than students whose parents are not involved in their school.

%ositive effects of parental involvement have been demonstrated at both the

elementary and secondary levels across several studies with the largest effects often

occurring at the elementary level. recent metaanalysis showed that parental

involvement in school life was more strongly associated with high academic

performance for middle schoolers than helping with homewor*. &nvolvement allows

parents to monitor school and classroom activities and to coordinate their efforts with

teachers to encourage acceptable classroom behavior and ensure that the child

completes schoolwor*. ,eachers of students with highly involved parents tend to give

greater attention to those students and they are more li*ely to identify at earlier stages

problems that might inhibit student learning. !oel . et. al. 201#$Ba"$%ro!n o& the St!'

&n this study the researchers would ma*e a correlation study between the

(earning )trategies of )tudents from a )cience igh )chool with parents/ parenting

style. ,he researchers decided to focus on the topic to *now if the parenting style of the

parents can affect the learning strategies of these students.%arental involvement includes homebased activities e.g. helping with

homewor* discussing school events or courses$ and schoolbased activities e.g.

volunteering at school coming to school events$. )ome researchers argued that

parental involvement is a function of a parent's beliefs about parental roles and

responsibilities a parent's sense that she can help her children succeed in school and

the opportunities for involvement provided by the school or teacher. &n this theory when


5/81


5

parents get involved children's schooling is affected through their acuisition of

*nowledge s*ills and an increased sense of confidence that they can succeed in

school. +hen a student *nows that he or she is receiving support both inside and

outside the school the chances of that child becoming responsible for and active in

their education are more li*ely Dempsey . et. al. 199=$.,he researchers thought that by identifying how the parenting style of the

parents on raising their child can help the students to be more attentive and motivated

to study and succeed. Theoret#"a( Fra)e*or$

(earning theory suggests that the conseuences of behavior strengthens or

wea*ens behavior in the future8 behaviors that are rewarded continue in the child/s

repertoire while behaviors that are punished drop out


6/81


6

&n modern social learning theory children learn through observation and

imitation of models in their environment andura 196>$. %arents provide important

information to children about behaviour e:pectations and possible conseuences for

various behaviours? parents model relevant behaviour and reinforce and punish

children for different actions


7/81


7

Disciplinary strategies should promote a moderate level of arousal in the child

)mith et al 200@$. ,oo much arousal may result in fear and an:iety which will direct

attention away from the parent/s message to the conseuence for the self. &n

contrast too little arousal may result in the child not attending to the parental message

at all. ccording to Cochans*a ,hompson 199=$ E%oweroriented forceful

discipline elicits very high an:iety or arousal in the child and it interferes with the

effective processing of the parental message about behavioural standards and thus

undermines internali;ation/. +hile some researchers including offman himself do

argue that an appropriate combination of powerassertive and inductive disciplinary

techniues can be successful in promoting internali;ation if the goal of discipline is to

promote children/s compliance and internali;ation of parental and societal values then

effective instruction must be to the fore Arusec F. et. al. 199B$.

-urther wor* that has been influential in understanding effective discipline falls

within the parenting styles paradigm e:emplified by the wor* of Gaccoby Gartin

196#$. &n studies of parenting styles two dimensions of parenting behavior have

emerged8 whether parents are high or low in control or demands and whether parents

are high or low in warmth or responsiveness. Depending on where parents lie along

these dimensions they can be categori;ed as8

• authoritative highcontrol highresponsive$?

• authoritarian highcontrol lowresponsive$?

• permissiveindulgent lowcontrol highresponsive$?

• permissiveneglectful lowcontrol lowresponsive$.


8/81

.n:iety

.ttitude

3oncentration

&nformation%rocessing

Gotivation

)electing Gain&deas

)elf2,esting

)tudy .ids

,est )trategies

,ime Ganagement

Indiferen

ce

Abuse

Overcontr

ol


8

Darling !. et. al. 199#$ argue that parenting styles such as authoritative

authoritarian$ are best understood as a conte:t that moderates the influence of

specific parenting practices on the child. -or e:ample the effect of a harsh disciplinary

strategy may vary depending on whether it is delivered within the conte:t of a warm or

a re5ecting relationship between the parent and child.

Arusec Aoodnow 199B$ suggest that successful internali;ation is a function

of the Efit/ between parental inductions and children/s ability to ta*e the parent/s

message on board. &t is li*ely that children/s reactions to disciplinary strategies are

influenced by such characteristics as gender age temperament and the history of

transactions between the child and parent olden 2002$.

Con"ept!a( Fra)e*or$

&ndependent 7ariable Dependent 7ariable

Students’

Learning and

Study

Parents’

Parenting

Style


9/81


9

-igure 1

3onceptual %aradigm,he above conceptual framewor* implies the relationship of parenting styles in a

student/s learning strategies. %arenting )tyles is the independent variable while the

student/s learning strategies is the dependent variable.State)ent o& the Pro+(e)

,he main ob5ective of the study is to determine the parents/ parenting style and

the high school students/ learning strategies as reported by the student themselves.

-urthermore this study e:amined the correlation between the two variables H

parenting style and learning strategies.)pecifically this study sought answer to the following subproblems81. +hat are the parenting styles of parents of the respondents as measured by

GO%) in terms of81.1 &ndifference?1.2 buse? and1.# Overcontrol

2. +hat are the learning and study strategies of the respondents measured by

())& in terms of82.1 n:iety?2.2 ttitude?2.# 3oncentration?2.B &nformation %rocessing?2.@ Gotivation?2.> )electing Gain &deas?2.= )elf,esting?2.6 )tudy ids?2.9 ,est )trategies ? and

2.10 ,ime Ganagement

#. &s there a significant relationship between the parents/ parenting style and the

learning strategies of respondentsI


10/81


10

H'pothe,#, o& the St!'

o8 ,here is no significant relationship between parents/ parenting style and

learning strategies of students.J

S"ope an L#)#tat#on,he study focused on the correlation between the parents/ parenting style and

the learning strategies of high school students from grade = to 10. ,he e:periment

was conducted to the 200 students of a )cience igh )chool for the academic year

201@201> through random selection.

S#%n#"an"e o& the St!',he findings reported in this study 5ustify the importance of motivation to

academic performance. ,he findings have implications for the parents that they

should try as much as they could to motivate their children during the course of

instructions. ,he parents as well as the government should engage in programs that

can motivate these students to improve their learning strategies that will eventually

result to the improvement of their performance in school. &t is therefore hoped that

these findings will serve as resource materials for mother father guardian and

significant others who are concerned with the academic progress of the students.&t is worth emphasi;ing that research on spontaneous levels of parental

involvement in children/s education confirms the long held view that the impact is

large and the processes are well understood. +hat parents do with their children at

home through the age range is much more significant than any other factor open to

educational influence. !otwithstanding the poor uality of research and evaluations

in intervention studies a clear picture of need want commitment and readiness is


11/81


11

evident. +hat seems to be lac*ing is an effort to put these two bodies of *nowledge

together in a development format li*ely to deliver the achievement bonus from

enhanced parenting.,he findings reported in this study 5ustify that over controlling parents generally

want to protect their children from harm from hurt and pain from unhappiness bad

e:periences and re5ection from hurt feelings failure and disappointments. ut being

overly protective often prevent their children from trying new activities such as

discovering the 5oy of climbing and safe ris* ta*ing at adventurous play grounds.

Gany sporting activities are discouraged along with social activities which would

include opportunities for gaining social competence. &t is therefore hoped that these

findings will serve as resource materials for mother father guardian and significant

others who are concerned with the academic progress of the students. ,he study

also showed the importance of motivation student/s test strategies and selftesting to

academic performance. ,he findings have implications for the parents that they

should try as much as they could to motivate their children to give them their needs

and space in studying without overly controlling every step of their way. ,he parents

as well as the government should engage in programs that can motivate these

students to improve their learning strategies that will eventually result to the

improvement of their performance in school such as %,s and family day even once

a month. &t is worth emphasi;ing that research on spontaneous levels of parental

involvement in children/s education confirms the long held view that the impact is


12/81


12

large and the processes are well understood. +hat parents do with their children at

home through the age range is much more significant than any other factor open to

educational influence. !otwithstanding the poor uality of research and evaluations in

intervention studies a clear picture of need want commitment and readiness is

evident. +hat seems to be lac*ing is an effort to put these two bodies of *nowledge

together in a development format li*ely to deliver the achievement bonus from

enhanced parenting.

Den#t#on o& Ter),,he following terms are operationally defined fitting the needs of this research8

An-#et' S"a(e. ,his evaluates the degree to which students worry about school and

their academic performance.

Att#t!e S"a(e. ,his measures students' attitudes and interest in college and

academic success.

Con"entrat#on S"a(e. ,his assesses students' ability to direct and maintain attention

on academic tas*s.

In&or)at#on Pro"e,,#n% S"a(e. ,his calculates how well students' can use imagery

verbal elaboration organi;ation strategies and reasoning s*ills as learning strategies

to help build bridges between what they already *now and what they are trying to

learn and remember.

Mot#/at#on S"a(e. ,his computes students' diligence selfdiscipline and willingness

to e:ert the effort necessary to successfully complete academic reuirements.


13/81


13

Parent In/o(/e)ent is the participation of parents in school activities. &t is the

commitment of time energy and good will to promote success for students.

Parent#n% or Ch#( Rear#n%. ,his is the process of promoting and supporting the

physical emotional social financial and intellectual development of a child from

infancy to adulthood. %arenting refers to the aspects of raising a child aside from the

biological relationship.

Parent#n% St'(e. ,his is a psychological construct representing standard strategies

that parents use in their child rearing.

Se(e"t#n% Ma#n Iea, S"a(e. ,his determines students' s*ill at identifying important

information for further study from among less important information and supporting

details.

Se(&0Te,t#n% S"a(e. ,his analy;es students' use of reviewing and comprehension

monitoring techniues to determine their level of understanding of the information to

be learned.

Te,t Strate%#e, S"a(e. ,his estimates students' use of test preparation and test

ta*ing strategies.

T#)e Mana%e)ent S"a(e. ,his processes students' application of time management

principles to academic situations.

https://en.wikipedia.org/wiki/Physical_fitnesshttps://en.wikipedia.org/wiki/Emotionhttps://en.wikipedia.org/wiki/Social_developmenthttps://en.wikipedia.org/wiki/Intellectual_developmenthttps://en.wikipedia.org/wiki/Childhttps://en.wikipedia.org/wiki/Infanthttps://en.wikipedia.org/wiki/Adulthttps://en.wikipedia.org/wiki/Emotionhttps://en.wikipedia.org/wiki/Social_developmenthttps://en.wikipedia.org/wiki/Intellectual_developmenthttps://en.wikipedia.org/wiki/Childhttps://en.wikipedia.org/wiki/Infanthttps://en.wikipedia.org/wiki/Adulthttps://en.wikipedia.org/wiki/Physical_fitness


14/81


14

Chapter

REVIE2 OF RELATED LITERATURE

,his chapter is a review of various readings 5ournals and researches on

%arenting )tyles and (earning )tyles. &t contains citations opinions and general

observations ta*en from the boo*s and studies of foreign and local authors who

conducted researches or written about the concepts of parental involvement and

learning styles.

Fore#%n L#terat!re


15/81


15

,here is a si;able body of research literature supporting the involvement of

parents in educational settings and activities. ecause the e:isting literature base on

parent involvement is large and growing we have chosen to present only a summary

of selected research findings and relevant literature in order to establish a framewor*

underpinning the legitimacy of our parent involvement investigation. ccording to

3hristensen 3leary 1990$ parents/ active involvement results in greater recognition

of teachers/ s*ills better teacher evaluations from their principals enhanced parental

understanding of the inner wor*ings of the school and higher school ratings in

effectiveness and program success. dditionally in schools where student

achievement was reported (ouc*s 1992$ found that parent involvement was a

significant factor in both accelerated and sustained student academic performance.

-urthermore while parent involvement may indirectly affect academic

achievement through its positive effects on factors such as student behavior and

students/ achievement ideology Gc!eal et. al. 1999$ researchers are also

investigating if more direct lin*s e:ist between parent involvement and academic

performance measures. )ome research suggests that there is a significant positive

relationship between parent involvement and students/ educational e:periences

including improved academic outcomes Gapp et. al. 2002$. Other research

however suggests that parent involvement may not be the most influential factor in

improving academic outcomes. -or instance a study conducted in 3alifornia found

that while parent involvement was positively correlated with academic achievement


16/81


17/81


17

children's learning and for all types and ages of students. (oo*ing more closely at the

research there are strong indications that the most effective forms of parent

involvement are those which engage parents in wor*ing directly with their children on

learning activities in the home. %rograms which involve parents in reading with their

children supporting their wor* on homewor* assignments or tutoring them using

materials and instructions provided by teachers show particularly impressive results.

long similar lines researchers have found that the more active forms of parent

involvement produce greater achievement benefits than the more passive ones. ,hat

is if parents receive phone calls read and sign written communications from the

school and perhaps attend and listen during parent teacher conferences greater

achievement benefits accrue than would be the case with no parent involvement at

all. owever considerably greater achievement benefits are noted when parent

involvement is activewhen parents wor* with their children at home certainly but

also when they attend and actively support school activities and when they help out in

classrooms or on field trips and so on. ,he research also shows that the earlier in a

child's educational process parent involvement begins the more powerful the effects

will be.


18/81


18

components have amply demonstrated the effectiveness of this approach oethel

200#$.

Goreover some literature suggests that parent and community involvement

activities that are lin*ed to student learning have a greater effect on academic

achievement than more general forms of involvement enderson et. al. 2002$.

dditionally while some research suggests that parent involvement may positively

affect the academic performance of secondary students other research indicates that

parent involvement has a greater impact on the academic achievement of

elementaryaged students than of secondary school students 3ooper et. al. 2000$.

Lo"a( L#terat!re

%arental involvement can come in so many different ways li*e being active in

parentteacher associations establishing rules or schedules when to view television

or visit -aceboo*$ at home assisting in their children's pro5ects or homewor* and

others. ,hus it is important to focus on a limited number of ways parents get involved

in their child's education to gain useful insights on what wor*s and what does not

wor*. Doing so enables the above researchers to find what generally has a positive

impact on a child's motivation to learn. &t is the parent's aspiration ngel D. 201B$.

&n the article on %arental &nvolvement in


19/81


19

place value on their children/s education will have children who are more successful

in school.L ,here are always e:ceptions but teaching a child to value education

brings a positive impact on their education. s a school administrator for almost a

couple of decades the author firmly agrees with the thought that school

administrators and teachers are continuously frustrated in an age where parental

involvement increasingly seems to be on the decline despite the effort e:erted by the

school heads and teachers and the Department of


20/81


20

which all wor* in the accomplishment of his goal in life. -urthermore students with

two parents operating in supportive roles are @2M more li*ely to en5oy school and get

straight /s than students whose parents are disengaged with what/s going on at

school. ,his is especially the case during the earliest years of schooling in

Cindergarten through the @th grade when students with active parents are almost

twice as li*ely to succeed. Once students enter middle school the effect diminishes

slightlypossibly because they are maturing during this time but there is still a

22M difference.

-ine et. al. 1992$ defines the benefits of parental involvement in education to

include higher academic achievement more positive child behavior and more

effective schools. 3ontemporary education thin*ers li*e uino et. al. 199>$

identified parent involvement to include developing and maintaining a positive attitude

towards the school environment pro5ecting a positive image towards learning

providing a variety of e:periences or their children and supporting the school and the

teachers. ,he family is a primary regulatory agency. &t provides a model of the larger

society. &t teaches children the habits and society/s most basic educational institution.

%arents teach what they *now. ,hey pass on to their children their views of the world

share what they have e:perienced and e:plain things as they understand them.

,hese primary impressions are lasting and very difficult to modify a fact of immense

significance to education.

Fore#%n St!#e,


21/81


21

&t is well established that parents matter greatly for their children/s

development and success both in and out of school. Net there are no manuals or sure

strategies for raising happy caring confident and successful children. %arents do

their best with the information that they have or receive to teach their infants to wal*

and tal* help toddlers learn and play and help young children get ready to succeed

in school. ,eachers too wor* diligently to foster their students/ academic

achievement and social and emotional development. s they wor* with good

intentions to guide their children parents and teachers e:perience many bumps in

the road.

esearch has been accumulating for decades on the importance of high

uality preschool education to prepare children for their 5ourney through school

eynolds et. al 2001$. t the same time for more than #0 years Cagan et. al

196B$ research on family and community involvement has shown that children are

more successful in school when their parents and teachers communicate well and

wor* together effectively

. 3ountless studies indicate that at any grade level including pre

*indergarten challenging curriculum important learning goals effective

assessments responsive feedbac* for students and parental involvement are

important for increasing student achievement attendance behavior and other

important school outcomes ry* et. al 200#$.


22/81


22

research study entitled K%arenting )tyles and 3hild )ocial DevelopmentL by

ornstein (. et. al. 201B$ has generally lin*ed authoritative parenting where parents

balance demandingness and responsiveness with higher social competencies in

children. ,hus children of authoritative parents possess greater competence in early

peer relationships engage in low levels of drug use as adolescents and have more

emotional wellbeing as young adults. lthough authoritarian and permissive

parenting styles appear to represent opposite ends of the parenting spectrum neither

style has been lin*ed to positive outcomes presumably because both minimi;e

opportunities for children to learn to cope with stress. ,oo much control and

demandingness may limit children/s opportunities to ma*e decisions for themselves

or to ma*e their needs *nown to their parents while children in permissivePindulgent

households may lac* the direction and guidance necessary to develop appropriate

morals and goals. esearch has also uncovered significant associations between

parenting styles across generations? bad parenting appears to be Kpassed onL as

much as good parenting. lthough parenting uality inevitably ad5usts improves or

declines as children mature and parents face new and different challenges some

level of stability in parenting style over long periods of time obtains.

study entiled K%arenting ttitude and )tyle and &ts


23/81


24/81


24

esearchers


25/81


25

may bring different outcome in student/s academic achievement. +or*ing class

families and families in which mothers wor* full time tend to be less involved in their

children/s education. )uch situation affects the children/s academic performance.

Goreover negligence of parent to involve in the education of their children will hinder

the academic performance of their children.

study entitled KOvercontrolling of %arentsL by oly ). et. al. 201#$ showed

that Overcontrolling parents can be doing more harm than good to their collegeaged

children. ,he study claims students that had parents with controlling tendencies were

more li*ely to be depressed and less satisfied with their lives while the number of

hyperparents was increasing with the growing emphasis on secondary education in

the wor*force. . ,hey tend to pressure children to perform well in school. &n terms of

student/s test ta*ing strategies over controlling parents will tell you everything you

need to do? how to study when to study what to study and where to study.

research study entitled K%arental &nvolvement in 3hild/s


26/81


26

involve the parents in educating their children it is tantamount to saying that the

school is proactive in implementing changes or development among the students. s

parent/s involvement is increased teachers and school administrators also raise the

chance to reali;e uality reform in education.

S'nthe,#,

,he literatures and studies cited in this research all tal*ed about parenting style

and learning strategy. ,he articles defined parental involvement in different ways and

how it could affect their child/s education)ome said that parental involvement can

come in so many different ways li*e being active in parentteacher associations and

by means of this children will be more successful in school when their parents and

teachers communicate well and wor* together effectively. Goreover parent and

community involvement activities that are lin*ed to student learning have also a

greater effect on academic.

Geanwhile various studies tac*led about learning strategies foreign and

local researchers have been long interested in finding out the learning strategy that

the students use and how parental involvement can affect it. &t seems li*e it will be a

big help in the academic field when the parents/ parenting style will be improved.


27/81


27

Chapter 3RESEARCH METHODOLOGY

,his chapter presents the methods and procedures applied in securing

analy;ing and interpreting the data needed in this study. ,his part discusses the

respondents of the study and instrument used to gather data.

Re,ear"h Metho,he researchers in this study decided to use the descriptive method and a

uantitative techniue to measure the data obtained. &t involves collection of data in

order to test hypothesis concerning the status of the study. ,his method will be

efficient in describing the correlation of parenting styles and learning and study

strategies of the students which can be used to be able to fulfill the main purpose of

the study.

De,"r#pt#on o& the Re,ponent,

,he researchers used 200 students from a science high school. ,he students

are from different year and level.

Pop!(at#on4 Sa)p(e S#5e an Sa)p(#n% Te"hn#6!e


28/81


28

,he type of sampling techniue used by the researchers is the random

sampling. andom sampling is a method considered as a fair way of selecting a

sample from a given population since every member is given eual opportunities of

being selected. ,he researchers randomly selected students from a )cience igh

)chool.

Re,ear"h In,tr!)ent,,he researchers used two uestionnaires. ,he first uestionnaire used to

determine the parenting style is the GO%). ,he other uestionnaire is the ())& to

*now the learning strategies of the high school students.

• ,he Geasurement of %arental )tyles GO%)$

,he Geasure of %arental )tyle GO%)$ was developed to overcome

some shortcomings in the %arental ond &nstrument. &t is a selfassessment

tool used to measure perceived parenting styles across the following three

measures8 indifference abuse and overcontrol.

• (earning and )tudy )trategy &nventory ())&$

,he ())& (earning and )tudy )trategies &nventory$ is a 10scale >0

item assessment of students' awareness about and use of learning and study

strategies related to s*ill will and selfregulation components of strategic

learning. ,he focus is on both covert and overt thoughts behaviours attitudes

and beliefs that relate to successful learning and that can be altered through

educational interventions. &t provides standardi;ed scores percentile score

euivalents$ and national norms for ten different scales there is no total score

since this is a diagnostic measure$. &t is both diagnostic and prescriptive.


29/81


29

-or both instruments retest reliability estimates range from [email protected]

medianQ.6B$. 3ronbach's alpha for the Geasurement of %arenting )tyle is

eual to 0.=> while for the (earning )trategies for )tudents &nventory Q0.91.Data Gather#n% Pro"e!re ,he randomly selected students from a )cience igh )chool were oriented

on the nature and purpose of the study.


30/81


30

negative association? that is as the value of one variable increases the value of the

other variable decreases.&t could be obtained using the formula8

+here8N Q !umber of pairs of scores7-' Q )um of the products of paired scores7- Q )um of : scores7' Q )um of y scores

7-

Q )um of suared : scores7' Q )um of suared y scores

Chapter 8PRESENTATION4 ANALYSIS AND INTERPRETATION OF DATA

,his chapter is devoted to the presentation and interpretation of data. ,he

findings of the study are discussed in accordance with the methods and procedure

described earlier in 3hapter ,hree. Data are presented and interpreted in the light of

the stated problems in the first few chapters.

1. Parent#n% St'(e,,able 1. &ndifference

ItemsE-tre)e('

tr!e

Moerate('

tr!e

S(#%ht('

tr!e

Not tr!e at

a((

MeanVer+a(

De,"r#pt#on

Indiferrence % f % f % f % f

5. Ignore me. #.0 > 10.9 22 9.9 20 =>.2 1@2 0.B9 !ot true

8. Uncaring of 2.0 B @.0 10 @.9 12 6=.1 1=B 0.2B !ot true


31/81


31

me.

10. Rejecting of

me.2.0 B >.0 12 11.B 2# 60.> 1>1 0.#1 !ot true

11. Left me on

my own a lot.1#.0 2> 2B.2 B9 11.B 2# @1.0 102 1.26 )lightly

12. Would forget

about me.2.0 B 6.B 1= @.0 10 6B.> 1>9 0.# !ot true

13. Wa

unintereted in

me.

1.@ # =.9 1> B.0 6 6>.@ 1=# 0.2= !ot true

OVERALL 9.8:

2.26-3.0 Extremely true; 1.6-2.25 Moderately true; 0.76-1.5 Slightly true; 0-0.75 Not true at all

,able 1.1 presents that ma5ority of the respondents or =>.2M are not true that

their parents ignored them? 10.9M are moderately true? 9.9M are slightly true? and #M

are e:tremely true that their parents ignored them. 6=.1 M of the respondents are not

true that their parents are uncaring? @.9M are slightly true? @M are moderately true?

and 2M are e:tremely true that their parents are uncaring. 60.>M of the respondents

are not true that their parents are re5ecting them? 11.BM are slightly true? >M are

moderately true? and 2M are e:tremely true that they re5ected by their parents. @1M of

the respondents are not true that their parents left them on their own? 2B.2M are

moderately true? 1#M are e:tremely true? and 11.BM are slightly true that their parents

left them on their own. On the item '+ould forget about me' 6B.>M of the respondents

answered not true? 6.BM are moderately true? @M are slightly true? and 2M answered

e:tremely true. On item '+as uninterested in me' 6>.@M of the respondents answered

not true? =.9M are moderately true? BM are slightly true? and 1.@M answered e:tremely

true that their parents was uninterested on them.


32/81


32

,able 1.2 buse

Items

E-tre)e('

tr!e

Moerate('

tr!e

S(#%ht(' tr!eNot tr!e at

a(( Mean

Ver+a(

De,"r#pt#on

!use % f % f % f % f

2. !erbally

abui"e of me.@.@ 11 26.> @= 1#.9 26 @2 10B 1.01 )lighty

#. Un$redictable

toward me.11.9 2B 2@.= @1 1#.B 2= B9 96 1.2= )lightly

%. &'yically

"iolent or

abui"e of me.

1.@ # 10.B 21 9.9 20 =6.2 1@> 0.#= !ot true

1(. )ade me

feel in danger.

1.@ # >.9 1B # > 66.> 1== 0.2# !ot true

15. )ade me

feel unafe1 2 2.@ @ 1.@ # 9@ 190 0.1 !ot true

OVERALL 9.;


,able 2 shows that most of the respondents or @2M answered not true that their

parents are verbally abusive? 26.>M are moderately true? 1#.9M are slightly true? and

@.@M are e:tremely true that their parents are verbally abusive. B9M of the

respondents answered not true that their parents are unpredictable towards them?

2@.=M are moderately true? 1#.BM are slightly true? and 11.9M answered e:tremely

true that their parents are unpredictable towards them. =6.2M of the respondents

answered not true that their parents are physically violent? 10.BM are moderately true?

9.9M are slightly true? and 1.@M answered e:tremely true that their parents are

physically violent. On the item 'Gade me feel in danger' 66.>M of the respondents

answered not true? >.9M are moderately true? #M are slightly true? and 1.@M of the

respondents answered e:tremely true that their parents made them feel in danger.

9@M of the respondents answered not true on the item 'Gade me feel unsafe'? 2.@Mare moderately true? 1.@M are slightly true? and 1M answered e:tremely true that their

parents made them feel unsafe.


33/81


33

,able1.# Overcontrol

Items E-tre)e('tr!e

Moerate('tr!e

S(#%ht('tr!e

Not tr!e ata((

Mean

Ver+a(

De,"r#pt#

on

"#erc$ntr$

l% f % f % f % f

1.

*"er$rotecti"e

of me.

>0.@12

12>.6 @# >.9 1B @.6 12 2.=#


34/81


34

Mea,!re)ent o& Parent#n% St'(e S"a(e MeanVer+a(

De,"r#pt#on

&ndifference 0.B9 !ot true

buse 0.> !ot true

Overcontrol 2.12 Goderately true


,able 1.B presents the summary of measurement of parenting styles GO%)$

with their mean scores and corresponding description. ,he respondents described not

true for &ndifference meanQ 0.B9$? and buse meanQ 0.@$. Ga5ority of them described

over control as moderately true meanQ 2.12$.

2 (earning and )tudy )trategies &nventory ())&$

,able 2.1 n:iety


35/81


35

4.50-5.00 = ery ty!i"al; 3.50-4.4# = $airly ty!i"al; 2.50-3.4# = Some%hat ty!i"al; 1.50-2.4# = Not

&ery ty!i"al; 1.00-1.4# = Not at all ty!i"al

,able 2.1 describes that ma5ority of the respondents or 2@.=M are fairly

discouraged of low grades? [email protected] are not very? 16.#M are somewhat? [email protected] are not?

and 1B.9M are very discouraged of low grades. 29.=M of the respondents are

somewhat panic*y when ta*ing an important test? 19.6M are fairly? 16.6M are not

very? 1=.6M are not at all? and 1#.9M are very panic*y when ta*ing an important test.

On the item '+hen & am ta*ing a test worrying about doing poorly interferes with my

concentration' 2#.6M of the respondents answered not very? 21.6M are somewhat?

Items

%ery

ty&ical $f

me

'airly

ty&ical

$f me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+e

an

%er!al

,escri&

ti$n

*-I.

/

% f % f % f % f % f

29 14.9 30 25.7 51 18.

3

37 25.

3

51 15.

8

31 2.9

9

Soe!"

#t35 13.9 29 19.8 40 29.

7

59 18.

8

37 17.

8

35 2.9

3

Soe!"

#t43 19.3 39 20.8 42 21.

8

44 23.

8

47 14.

4

29 3.0

7

Soe!"

#t4$ 22.8 4$ 14.4 29 20.

8

42 2$.

2

52 15.

8

31 3.0

2

Soe!"

#t$1 2$.7 53 21.3 43 20.

8

42 18.

3

3$ 12.

9

2$ 3.3

1

Soe!"

#t$9 1$.8 34 17.8 3$ 33.

2

$$ 1$.

3

32 15.

8

31 3.0

4

Soe!"

#t72 9.9 20 20.8 42 24.

3

49 21.

8

43 23.

3

4$ 2.7

2

Soe!"

#t78 9.9 20 14.9 30 30.

2

$0 22.

8

45 22.

3

44 2.$

7

Soe!"

#t"%.LL 29

7

S$me()

at


36/81


36

20.6M are fairly? 19.#M are very? and 1B.BM answered not. 2>.2M of the respondents

are not very worried that they will flun* out of school? 22.6M very? 20.6M somewhat?

[email protected] are not? and 1B.BM are fairly worried that they will flun* out of school. 2>.=M of

the respondents are very an:ious even when well prepared for a test? 21.#M fairly?

20.6M somewhat? 16.#M not very? and 12.9M are not an:ious even when well

prepared for a test. On the item '+hen & am studying worrying about doing poorly in a

course interferes with my concentration ##.2M of the respondents answered

somewhat typical? 1=.6M fairly? 1>.6M very? 1>.#M not very? and [email protected] answered not

at all. 2B.#M of the respondents are somewhat an:ious in a certain sub5ects such as

math or science? 2#.#M are not at all? 21.6M not very? 20.6M fairly? and 9.9M are very

an:ious when in a certain sub5ects such as math or science. On the item '& get so

nervous and confused when ta*ing an e:amination that & fail to answer uestions to

the best of my ability #0.2M answered somewhat typical? 22.6M not very? 22.#M not?

1B.9M fairly? and 9.9M answered very typical

,able 2.2 ttitude

Items

%ery

ty&ical

$f me

'airly

ty&ical

$f me

S$me()a

t ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&ti$

n

//I/

,.

% f % f % f % f %

$ 13.

9

2

8

29.

7

5

9

19.8 40 17.8 3

$

18.8 3

8

3.02 Soe!"#t

17 3.5 7 10.

9

2

2

25.2 50 27.7 5

5

32.7 $

5

2.24 &ot ver'

3$ 19. 3 24. 5 24.8 50 15.3 3 15.8 3 3.17 Soe!"#t


37/81


37

3 9 8 0 1 241 $.9 1

4

7.9 1

$

21.3 43 2$.2 5

2

37.$ 7

5

2.2 &ot ver'

48 11.

9

2

4

9.9 2

0

1$.3 33 27.7 5

5

34.2 $

8

2.37 &ot ver'

51 5.9 1

2

$.9 1

4

24.3 49 34.7 $

9

28.2 5

$

2.27 &ot ver'

70 5 1

0

13.

4

2

7

1$.3 33 22.8 4

$

42.$ 8

5

2.15 &ot ver'

7$ 3 $ $.9 1

4

18.8 38 28.7 5

7

42.$ 8

5

1.98 &ot ver'

"%.LL 24

3

S$me()a

t

4.50-5.00 = ery ty!i"al; 3.50-4.4# = $airly ty!i"al; 2.50-3.4# = Some%hat ty!i"al; 1.50-2.4# = Not &ery ty!i"al; 1.00-1.4# = Not at all ty!i"al

,able 2.2 shows that most of the respondents or 29.=M are fairly able to study

sub5ects even they do not find it interesting? 19.6M somewhat? 16.6M not at all? 1=.6M

not very? and 1#.9M are very able to study sub5ects even they do not find interesting.

On the item '& only study the sub5ects & li*e #2.=M answered not at all? 2=.=M not very?

[email protected] somewhat? 10.9M fairly? and #.@M answered very. oth 2B.6M of the

respondents are fairly and somewhat have a positive attitude about attending classes?

19.#M very? [email protected] not at all? and 1@.#M are not very have a positive attitude about

attending classes. On the item '& would rather not be in school' #=.>M answered not at

all? 2>.2M not very? 21.#M somewhat? =.9M fairly? and >.9M answered very typical. On

one item '& do not care about getting a general education & 5ust want to get a good 5ob'

#B.2M of the respondents answered not at all? 2=.=M not very? 1>.#M somewhat?

11.9M very? and 9.9M answered fairly. #B.=M of the respondents are not very disli*e

most of the wor* in classes? 26.2M not at all? 2B.#M somewhat? >.9M fairly? @.9M


38/81


38

answered very typical. On the item '& do not care if & finish college as long as & have a

good time B2.>M of the respondents answered not at all? 22.6M not very? 1>.#M

somewhat? 1#.BM fairly? and @M of the respondents answered very typical. On the last

item '&n my opinion what is taught in my courses is not worth reading B2.>M of the

respondents answered not at all? 26.=M not very? 16.6M somewhat? >.9M fairly? and

only #M answered very typical.

,able 2.# 3oncentration

Items

%ery

ty&ical

$f me

'airly

ty&ical

$f me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&t

i$n

"*.*/

/I"*

% f % f % f % f % f

1 12.

9

2

$

39.

$

7

9

20.8 4

2

13.

9

2

8

12.

9

2

$

3.2$ Soe!"

#t8 $.4 1

3

14.

9

3

0

30.2 $

0

33.

1

$

$

15.

4

3

1

2.$4 Soe!"

#t1$ 12.

4

2

5

31.

2

$

2

23.8 4

8

19.

3

3

9

13.

4

2

7

3.1 Soe!"

#t32 22.

3

4

5

1$.

8

3

4

28.7 5

7

21.

8

4

4

10.

4

2

1

3.19 Soe!"

#t49 13.

9

2

8

14.

4

2

9

14.9 3

0

31.

2

$

2

25.

7

5

1

2.59 Soe!"

#t55 10.

3

2

1

1$.

8

3

4

37.1 7

4

25.

2

5

0

10.

9

2

2

2.9 Soe!"

#t79 10. 2 29. 5 21.8 4 27. 5 10. 2 3.04 Soe!"


39/81


39

9 2 7 9 4 2 4 4 1 #t75 1$.

3

3

3

21.

8

4

4

35.$ 7

1

15.

3

3

1

10.

3

2

1

3.18 Soe!"

#t"%.LL 29

9

S$me(

)at



,able 2.# demonstrates that ma5ority of the respondents or #9.>M are fairly

concentrate when studying? 20.6M somewhat? 1#.9M not very? and both 12.9M are not

at all and very concentrate when studying. On the item 'ecause & don't listen carefully

& don't understand some course material ##.12M of the respondents answered not

very? #0.2M somewhat? [email protected] not at all? 1B.9M fairly? and >.BM answered very typical.

#1.2M of the respondents are fairly maintain concentration while doing coursewor*?

2#.6M somewhat? 19.#M not very? 1#.BM not at all? and 12.BM are very maintain their

concentration while doing coursewor*. 26.=M of the respondents are somewhat

wanders a lot when they study? 22.#M very? 21.6M not very? 1>.6M fairly? and 10.BM

are not wanders a lot when they study. #1.2M of the respondents are not very felt hard

to pay attention during lectures? 2@.=M not at all? 1B.9M somewhat? 1B.BM fairly? and

only 1#.9M are very felt it hard to pay attention during lectures. #=.1M of the

respondents are somewhat easily distracted from their studies? [email protected] not very? 1>.6M

fairly? 10.9M not at all? and 10.#M are very easily distracted from their studies. On the

item '& find that during lectures & thin* of other things and don't really listen to what is

being said' 29.=M of the respondents answered fairly? 2=.2M not very? 21.6M


40/81


40

somewhat? 10.9M very? 10.BM not at all. #@.>M of the respondents are somewhat able

to refocus their attention when being distracted? 21.6M fairly? 1>.#M very? 1@.#M not

very? and only 10.#M not able to refocus their attention when being distracted.

,able 2.B &nformation %rocessing




41/81


41

,able 2.B describes that most of the respondents or #B.=M answered fairly on the

item '& try to find relationships between what & am learning and what & already *now'?

19.6M very? 1=.#M somewhat? 1B.9M not at all? and 1#.BM answered not very. #@.>M

of the respondents are somewhat applying their lectures to help them remember?

20.#M fairly? 1>.6M not very? 1B.BM very? and 12.9M not applying their lectures to help

them remember. #@.>M of the respondents are fairly ma*e everything fit together

logically? 22.6M very? 21.#M somewhat? 1#.BM not very? and >.9M of the respondents

not ma*e everything fit together logically. 2>.=M of the respondents are fairly relate the

lectures to their own general *nowledge? 2#.6M somewhat? 19.6M not very? 16.6M

very? and 10.9M of the respondents are not relate the lecture to their own general

*nowledge. #2.2M of the respondents answered very typical on the item '& translate

what & am studying into my own words'? 21.#M fairly? 19.#M somewhat? 1@.#M not at

all? and 11.9M answered not very. On the item '& try to see how what & am studying

would apply to my everyday life' #>.>M of the respondent answered somewhat? oth

19.#M are very and not very typical? [email protected] fairly? and 6.9M answered not. 26.2M of

the respondents are fairly translate the study to their own e:perience? 22.6M

somewhat? 19.#M very? 1>.6M not very? and 12.9M of the respondents are not

translating the study to their own e:periences. #1.=M of the respondents are somewhat

completing practice problems on te:tboo*s? 20.6M not very? 16.#M fairly? 1=.6M very?

and 11.BM are not completing practice problems on te:tboo*s.


42/81


42

,able 2.@ Gotivation

Items

%ery

ty&ica

l $f

me

'airly

ty&ica

l $f

me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al,escri&t

i$n

+"/I%/I

"*

% f % f % f % f % f

1B21.

6

B

B

#B.

2

>

6

19.

6B0 12.9

2

>11.B

2

##.B# )omewhat

2210.

B

2

1

10.

9

2

2

26.

=@= 2>.=

@

#2#.#

B

=2.@6 )omewhat

#02@.

#

@

1

#0.

=

>

1

2B.

6@0 10.9

2

26.B

1

=#.@B -airly

#9 B1.>

6#

2@.=

@1

[email protected]

#2 6.9 16

=.9 1>

#.6@ -airly

B2#=.

1

=

B

21.

#

B

#

1B.

9#0 1@.#

#

111.B

2

##.@6 -airly

@>2=.

2

@

B

2B.

#

B

9

29.

2@6 12.9

2

>>.B

1

##.@B -airly

>@2B.

#

B

9

#>.

1

=

2

1=.

##@ 12.9

2

>9.B

1

9#.@B Goderately

6021.

#

B

#

22.

#

B

@

#1.

=># 1#.B

2

=11.B

2

##.29 )omewhat

OVERALL

3.8 So)e*hat

4.50-5.00 = ery ty!i"al; 3.50-4.4# = $airly ty!i"al; 2.50-3.4# = Some%hat ty!i"al; 1.50-2.4# = Not &ery ty!i"al; 1.00-1.4# = Not at all ty!i"al

,able 2.@ presents that most of the respondents or #B.2M are fairly setting high

standards for themselves in school? 21.6M are very? 19.6M somewhat? 12.9M not very?

and 11.BM are not setting high standards for themselves in school. On the item '+hen

wor* is difficult & either give up or study only the easy parts' 26.=M of the respondents

answered somewhat? 2>.=M not very? 2#.#M not at all? 10.9M fairly? and 10.BM

answered very typical. #0.=M of the respondents are fairly motivate themselves to

complete the wor*? 2@.#M very? 2B.6M somewhat? 10.9M not very? and 6.BM of the


43/81


43

respondents are not motivate themselves to complete the wor*. B1.>M of the

respondents are very able to get themselves wor* on their assignment even if they do

not li*e it? 2@.=M fairly? [email protected] somewhat? 6.9M not very? and =.9M are not able to get

themselves wor* on their assignment. On the item '& set goals for the grades & want to

get in my classes' #=.1M of the respondents answered very typical? 21.#M fairly?

1@.#M not very? 1B.9M somewhat? and 11.BM answered not typical. 29.2M of the

respondents are somewhat wor*ing hard to get good grades? 2=.2M very? 2B.#M fairly?

12.9M not very? and >.BM are not wor*ing hard to get good grades. #>.1M of the

respondents are fairly uptodate in their class assignments? 2B.#M very? 1=.#M

somewhat? 12.9M not very? and 9.BM are not uptodate in their class assignments.

#1.=M of the respondents are somewhat managing to *eep wor*ing until they finish?

22.#M fairly? 21.#M very? 1#.BM not very? and 11.BM are not managing to *eep wor*ing

until they finish.

,able 2.> )electing Gain &deas

Items

%ery

ty&ical

$f me

'airly

ty&ical

$f me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&t

i$n

S.L./I*

+I*

I,.S

% f % f % f % f % f

10 6.9 16 20.# B1 19.6 B0 2>.2 @2 2B.6 @0 2.>2 )omewhat

21 6.B 1= 1B.B 29 #1.2 >2 26.2 @> 1=.6 #> 2.>= )omewhat

2B =.9 1> 2#.6 B6 [email protected] @0 2=.2 @B [email protected] #2 2.61 )omewhat

@# 10.B 21 12.9 2> 20.# B1 #>.> =# 19.6 B0 2.@= )omewhat

@= 1#.B 2= 1=.# #@ 20.6 B2 #0.2 >0 16.# #= 2.== )omewhat


44/81


44

>B [email protected] #1 2#.6 B6 #@.> =1 1>.# ## 6.9 16 #.21 )omewhat

>6 21.6 BB #@.> =1 16.6 #6 10.9 22 12.9 16 #.B# )omewhat

=# @ 10 11.9 2B #>.> =# #1.@ ># 1B.# 29 2.> )omewhat

OVERALL .


45/81


45

need to remember. #@.>M of the respondents are fairly able to pic* out important

information on class lectures? 21.6M very? 16.6M somewhat? 12.9M not at all? and

10.9M are not very able to pic* out important information on class lectures. #>.>M of

the respondents are somewhat difficult to pic* out important information? #1.@M not

very? 1B.#M not at all? 11.9M fairly? and @M of them are very difficult to pic* out

important information.

,able 2.= )elf,esting

Items

%ery

ty&ical

$f me

'airly

ty&ical

$f me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&t

i$n

S.L'

/.S/I*% f % f % f % f % f

9 16.# #= 2>.= @# 22.# B@ 16.# #= 1B.B 29 #.1= )omewhat

16 2#.6 B6 22.6 B> 2=.2 @B 1@.# #1 10.9 22 #.#B )omewhat

2@ 1#.B 2= 29.2 @6 21.# B# 2B.# B9 11.9 2B #.06 )omewhat

## 16.6 #6 26.= @= 2#.# B= 1#.9 26 1@.# #1 #.22 )omewhat

#= #1.= ># 2B.# B9 1B.9 #0 1>.# ## 12.9 2> #.B> )omewhat

B= 1=.# #@ 16.# #= #2.2 >B 16.# #= 1#.9 26 #.0= )omewhat

>0 1=.6 #> #1.= ># 22.# B@ 1#.9 26 1B.B 29 #.2@ )omewhat

=B 1B.9 #0 21.# B# 2=.= @@ 20.# B1 [email protected] #2 2.99 )omewhat

OVERALL

3. So)e*hat




46/81


46

,able 2.= shows ma5ority of the respondents or 2>.=M are fairly typical to identify

potential test uestions when reviewing class materials? 22.#M somewhat? oth 16.#M

are very typical and not very typical? and 1B.BM are not typical to identify potential test

uestions when reviewing class materials. 2=.2M of the respondents are somewhat

typical to create uestions that might be included in the e:am? 2#.6M very typical?

22.6M fairly? 1@.#M not very? and 10.9M of the respondents are not typical to create

uestions that might be included in the e:am. 29.2M of the respondents are fairly

reviewing their notes before ne:t class? 2B.#M not very? 21.#M somewhat? 1#.BM

very? and 11.9M of the respondents are not reviewing notes before ne:t class. 26.=M

of the respondents answered fairly typical on the item '& stop periodically while reading

and mentally go over or review what was said'? 2#.#M somewhat typical? 16.6M very

typical? 1@#M not at all? and 1#.9M answered not very typical. #1.=M of the

respondents answered very typical on the item '& test myself to see if & understand

what & am studying'? 2B.#M fairly? 1>.#M not very? 1B.9M somewhat? and 12.9M of the

respondents answered not at all. #2.2M of the respondents are somewhat typical in

reviewing their notes before ne:t class? oth 16.#M are fairly and not very typical?

1=.#M very? and 1#.9M of the respondents answered not at all. #1.=M of the

respondents are fairly in ma*ing up possible test uestions and trying to answer it?

22.#M somewhat? 1=.6M very? 1B.BM not at all? and 1#.9M not very. 2=.=M of the

respondents are somewhat reviewing their notes to help understand the information

presented? 21.#M fairly? 20.#M not very? [email protected] not at all? and 1B.9M of the


47/81


47

respondents answered very typical in reviewing notes to help them understand the

information presented.

,able 2.6 )tudy ids

Items

%ery

ty&ical

$f me

'airly

ty&ical

$f me

S$me(

)atty&ical

$f me

*$t

#eryty&ical

$f me

*$t at

allty&ical

$f me

+ean

%er!al

,escri&t

i$n

S/,

I,S% f % f % f % f % f

12 2B.6 @0 1#.9 26 20.# B1 1=.# #@ 2#.6 B6 2.99 )omewhat

20 [email protected] #1 2>.= @# 26.2 @> 1#.B 2= 1>.# ## #.12 )omewhat

#B @.@ 11 16.6 #6 1=.# #@ 2>.2 @2 #2.2 >B 2.#9 )lightly

B0 1>.6 #B 12.9 2> 1=.6 #> 29.2 @6 2#.# B= 2.=1 )omewhat

@B 21.# B# 22.# B@ 2#.# B= 1#.9 26 19.# #9 #.1# )omewhat

>> 9.9 20 19.6 B0 2@.= @1 29.= @9 1B.9 #0 2.6 )omewhat

=1 6.B 1= 2B.6 @0 21.# B# 2=.2 @B 16.# #= 2.=6 )omewhat

== [email protected] #1 2#.# B= #0.2 >0 1=.6 #> 1#.B 2= #.1 )omewhat

OVERALL .


48/81


48

very typical to use information from the website to help them learn the material. On the

item '& go to college learning center for help when & am having difficulty learning the

material in a course' #2.2M answered not true at all? 2>.2M not very? 16.6M fairly?

1=.#M somewhat? and @M of them answered very typical. 29.2M of the respondents

are not very typical to attend review sessions for classes? 2#.#M not at all? 1=.6M

somewhat? 1>.6M very? and 12.9M are fairly typical to attend review sessions for

classes.2#.#M of the respondents are somewhat use study helps such as italics and

headings in te:tboo*? 22.#M fairly? 21.#M very? 19.#M not at all? and 1#.9M are not

very typical to use study helps such as italics and headings in te:tboo*. 29.=M of the

respondents answered not very typical on the item '+hen & am having trouble with my

coursewor* & do not go to the instructor for help'? 2@.=M somewhat? 19.6M fairly?

1B.9M not very? and 9.9M answered very typical. 2=.2M of the respondents not very

typical to find study partner or study group for each classes? 2B.6M fairly? 21.#M

somewhat? 16.#M not at all? and 6.BM of them are very typical to find study partner or

study group for each classes. #0.2M of the respondents are somewhat typical to as*

another student or the instructor for help? 2#.#M fairly? 1=.6M not very? [email protected] very?

and 1#.BM are not typically as* another student or instructor for help.

,able 2.9 ,est )trategies

Items

%ery

ty&ica

l $f

me

'airly

ty&ica

l $f

me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&t

i$n

/.S/ % f % f % f % f % f


49/81


49

S//.I

.S

2 @ 10

19.#

#9

21.6

BB #1.= >#

22.# B@

2.@# )omewhat

@10.

9

2

2

1@.

#

#

1

#>.

1=2 22.#

B

@1@.#

#

12.6B )omewhat

19 6.B1

=

16.

#

#

=

20.

#B1 #2.=

>

@20.#

B

12.>2 )omewhat

2> 6.91

6

1>.

#

#

#

29.

2@6 #2.2

>

B1#.B

2

=2.=> )omewhat

#612.

B

2

@

10.

B

2

1

29.

2@6 26.2

@

>19.6

B

02.>= )omewhat

B@ @1

0

1#.

B

2

=

#1.

=># #0.=

>

119.#

#

92.@B )omewhat

@2 20.6 B> 26.= @= 21.# B# 1=.# #@ 11.9 2B #.# )omewhat

># =.B1

@

12.

9

2

>

#=.

1=B 29.2

@

61#.B

2

=2.=2 )omewhat

OVERALL .=> So)e*hat



,able 2.9 demonstrates that most of the respondents or #1.=M answered not

very typical on the item '& am unable to summari;e what & have 5ust heard in a lecture

or read in te:tboo*? 22.#M not at all? 21.6M somewhat? 19.#M fairly? and @M of them

answered very typical. #>.1M of the respondents are somewhat misunderstood what

was wanted in ta*ing tests and lose points because of it? 22.#M not very? oth 1@.#M

are fairly and not at all typical? and 10.9M answered very typical. #2.=M of the

respondents answered not very typical on the item '+hen & ta*e test & reali;e & have

studied the wrong material? both 20.#M are somewhat and not at all? 16.#M are fairly?

and 6.BM of them answered very typical. #2.2M of the respondents are not very

typical to have difficulty in adapting their studying to different types of courses? 29.2M

somewhat? 1>.#M fairly? 1#.BM not at all? and 6.9M are very typical to have difficulty in


50/81


50

adapting studying to different types of courses. 29.2M of the respondents are

somewhat have trouble in figuring out 5ust what to do to learn the material? 26.2M not

very? 19.6M not at all? 12.BM very? and 10.BM of the are fairly typical in having trouble

figuring out 5ust what to do to learn the material. #1.=M of the respondents are

somewhat have trouble understanding e:actly what a test uestion is as*ing? #0.=M

not very? 19.#M not at all? 1#.BM fairly? and @M of them are very typical in having

trouble understanding e:actly what a test uestion is as*ing. 26.=M of the

respondents are fairly typical in reviewing their answers during essay tests? 21.#M

somewhat? 20.6M very? 1=.#M not very? and 11.9M of them are not reviewing their

answers during essay tests. #=.1M of the respondents are somewhat typical to find it

hard in planning their wor* within a short period of time? 29.2M not very? 1#.BM not at

all? 12.9M fairly? and =.BM are very typical in finding hard to plan their wor* within a

short period of time.

,able 2.10 ,ime Ganagement

Items

%ery

ty&ica

l $f

me

'airly

ty&ica

l $f

me

S$me(

)at

ty&ical

$f me

*$t

#ery

ty&ical

$f me

*$t at

all

ty&ical

$f me

+ea

n

%er!al

,escri&

ti$n

/I+.

+*.+

.*/

% f % f % f % f % f

B 11.B2

#

2B.

#

B

9

2@.

= @1 [email protected]@

0 1#.B2

= 2.9@ )omewhat

=16.

6

#

6

20.

#

B

1

#1.

=># 1=.6

#

>11.B

2

##.16 )omewhat

1#1>.

6

#

B

2>.

=

@

#

2#.

#B= 19.#

#

91#.9

2

6#.1B )omewhat

26 1@. # 1B. # #0. >1 2B.# B 1B.B 2 2.9B )omewhat


51/81


51

6 2 9 0 = 9 9

#1

12.

B

2

@

20.

#

B

1

2=.

2 @B 2>.2

@

2 1#.9

2

6 2.91 )omewhat

@9 #.@ = 11.92

B

##.

2>> 26.=

@

=22.6

B

>2.BB !ot very

>22>.

2

@

2

2B.

#

B

9

19.

6B0 1B.9

#

01B.9

#

0#.## )omewhat

>= 11.92

B

20.

6

B

2

26.

2@> 2B.#

B

91B.9

#

02.91 )omewhat

OVERALL .:< So)e*hat



,able 2.10 describes that the ma5ority of the respondents or 2@.=M are

somewhat typical to stic* in a study schedule? [email protected] not very? 2B.#M fairly? 1#.BM not

at all? and 11.BM are very typical to stic* in a study schedule. #1.=M of the

respondents are somewhat typical to set aside a specific length of time and stic* to it?

20.#M fairly? 16.6M very? 1=.6M not very? and 11.BM are not typical to set aside

specific length of time and stic* to it. 2>.=M of the respondents are fairly typical in

procrastination? 2#.#M somewhat? 19.#M not very? 1>.6M very? and 1#.9M of them are

not typical in procrastination. #0.=M of the respondents are somewhat typical in

putting off studying more than they should? 2B.#M not very? [email protected] very? 1B.9M fairly?

and 1B.BM of the respondents are not typical in putting off studying more than they

should. 2=.2M of the respondents are spreading out their study time so they do not

'cram' for a test? 2>.2M not very? 20.#M fairly? 1#.9M not at all? and 12.BM of them are

very typical in spreading out study time so they do not 'cram' for a test. ##.2M of the

respondents are somewhat typical in spending too much time with friends instead of


52/81


52

studying? 26.=M not very? 22.6M not at all? 11.9M fairly? and #.@M of them are very

typical in spending too much time with friends instead of studying. 2>.2M of the

respondents are very typical to set aside more time in studying difficult sub5ects?

2B.#M fairly? 19.6M somewhat? oth 1B.9M of them answered not very and not at all

typical in setting aside more time to studying difficult sub5ect.

,able 2.11 Overall )ummary of (earning and )tudy )trategies &nventory ())&$ of

)tudents

Mea,!re)ent o& Learn#n% anSt!' Strate%#e, In/entor' S"a(e

Mean Ver+a( De,"r#pt#on

n:iety 2.9= )omewhat typical

ttitude 2.B# )omewhat typical

3oncentration 2.99 )omewhat typical

&nformation %rocessing #.2= )omewhat typical

Gotivation #.B2 )omewhat typical

)elf,esting #.2 )omewhat typical

)electing Gain &deas 2.6B )omewhat typical

)tudy ids 2.66 )omewhat typical

,ime Ganagement 2.96 )omewhat typical

,est )trategies 2.=@ )omewhat typical4.50-5.00 = ery ty!i"al; 3.50-4.4# = $airly ty!i"al; 2.50-3.4# = Some%hat ty!i"al; 1.50-2.4# = Not


,able 2.11 shows the overall summary of (earning and )tudy )trategies

&nventory ())&$ with their mean scores and corresponding description. ,he

respondents described all the scales on ())& uestionnaire as somewhat typical

such as8 an:iety meanQ 2.9=$? attitude meanQ 2.B#$? concentration meanQ 2.99$?

information processing meanQ #.2=$? motivation meanQ #.B2$? selftesting meanQ

#.2$? selecting main ideas meanQ 2.6B$? study aids meanQ 2.66$? time management

meanQ 2.96$? and test strategies meanQ 2.=@$


53/81


53

,able #. 3orrelation of &ndifference buse and Overcontrol to the )cales of (earning

and )tudy )trategy &nventory of )tudents from a )cience igh )chool

,able # shows the correlation of indifference to the scales of (earning and )tudy

)trategy &nventory of the )tudents from a )cience igh )chool. ased on the data the

r value of .1B1 means that there is a correlation between indifference and time

ANXI

ETY

ATTI

TUDE

CONCENTRATI

ON

INFORMAT

ION

PROCESSI

NG

MOTIVAT

ION

SELF-

TESTING

SELEC

TING

MAIN

IDEAS

STU

DY

AID

S

TIME

MANA

GEME

NT

TESTSTRAT

EGIES

&!D&--<

%earson3orrelati

on

0.0#6

0.0>=

0.021 0.00> 0.002 0.069 0.10=0.019

.1B1S 0.06

)ig. 2tailed$

0.@9B

0.#B=

0.==2 0.9## 0.9=# 0.212 0.1#0.=69

0.0B=

0.2@9

! 200 200 200 200 200 200 200 200 200 200

ABU

SE

Pearson

Correlation

-

0.016

.

184** 0.077 0.028 -0.064 0.029 -0.02 0 0 0.051

Sig. (2-

taile! 0.82" 0.009 0.282 0.69" 0."68 0.684 0.776

0.99

6 0.997 0.47

# 200 200 200 200 200 200 200 200 200 200

$%E

&C$ #'&

$

%earson3orrelati

on

0.0#

>

0.091

0.0#> 0.0B9 0.01 0.0BB [email protected]=

0.0B#

0.129S

)ig. 2tailed$

0.>1 0.2 0.>1> 0.B9# 0.66@ 0.@## 0.9#90.916

0.@B9

0.0#6

! 200 200 200 200 200 200 200 200 200 200


54/81


54

management. (ouc*s 1992$ states that parent involvement was a significant factor in

both accelerated and sustained student academic performance. child without

boundaries or emotional support is a child who will not study. ,hese children tend to

perform poorly in school. &f the parents are uninvolved they won/t be able to monitor the

child/s study schedules in school even at home. 3hildren might use their time unwisely

spending it with unnecessary things or not related to school activities. &t also shows the

correlation of abuse to the scales of (earning and )tudy )trategy &nventory of the

)tudents from a )cience igh )chool. ased on the data the r value of .16B means

that there is a correlation between abuse and attitude. ccording to


55/81


55

parents will tell you everything you need to do? how to study when to study what to

study and where to study.

Chapter >

SUMMARY OF FINDINGS4 CONCLUSIONS AND RECOMMENDATIONS

,his chapter presents the summary of findings conclusions and

recommendations made by the researchers as they interpreted the data gathered from

the respondents in this study.

S!))ar' o& F#n#n%,

,he data gathered were tallied tabulated analy;ed and interpreted using %earson

correlation coefficient as statistical tool. ,he analysis of data revealed the following

results8

1. ,he respondents described not true on all items in indifference measure of

parenting style. Ga5ority of them answered not true that their parents ignored them

=>.2 M meanQ 0.B9$ and uncaring 6=. 1M meanQ 0.2B$? being re5ected 60.>M

meanQ 0.#1$? being left @1M meanQ 1.26$? being forgotten 6B.>M meanQ 0.2=$?

uninterested 6>.@M meanQ 0.2=$. ,he other items in abused measure described

as not true such as8 being verbally abusive of their parents @2M meanQ 1.01@$?


56/81


56

being unpredictable towards them B9M meanQ 1.2>@$? being physically violent of

their parents =6.2M meanQ 0.#>@$? being felt in danger 66.>M meanQ 0.22@$?

being felt unsafe 9@M meanQ 0.1$. &n over control measure one item described as

moderately true which is being overprotective of their parents >0.@M meanQ #.=#$?

two items described as slightly true including being over controlled of their parents

#9.>M meanQ 1.6@$? bring sought to felt guilty #2.2M meanQ 1.=2@$. ,he other

item showed not true which is being critical of their parents @0.@M meanQ 1.1>@$

2. ,he respondents described all items on an:iety scale as somewhat typical

including being discouraged of having low grades 2@.=M meanQ 2.96@$? panic*y

when ta*ing an important test 29.=M meanQ 2.9#$? being worried about doing

poorly interferes with concentration 2#.6M meanQ #.0=$? being worried about flun*

out of school 2>.2M meanQ #.02$? being an:ious when preparing for a test 2>.=M

meanQ #.#1$? being worried about doing poorly in a course interferes with

concentration ##.2M meanQ #.0#@$? being an:ious on certain sub5ects 2B.#M

meanQ 2.=2$? being nervous when ta*ing an e:amination #0.2M meanQ 2.>=$. On

attitude scale ma5ority of the respondents described the items as not very typical

including studying the sub5ects they only li*e #2.=M meanQ 2.2B$? preferred not to

be in school #=.>M meanQ 2.19@$? wanted to get a good 5ob instead of good

education #B.2M meanQ 2.#=$? disli*e most of the wor* in school #B.=M meanQ

2.2=$? finishing college don't matter to himPher B2.>M meanQ 2.1B@$? taught in

courses is not worth learning in hisPher opinion B2.>M meanQ 1.96$. On


57/81


57

concentration scale the respondents described all items as somewhat typical

including fully concentrate when studying #9.>M meanQ #.2>$? poorly understand

some course material ##.12M meanQ 2.>#@$? having difficulty to maintain their

concentration while doing coursewor* #1.2M meanQ #.1$? wanders their mind

when studying 26.=M meanQ #.19$? unable to pay attention during lectures #1.2M

meanQ 2.@9$? easily distracted from studies #=.1M meanQ 2.69@$? thin*ing of other

things during lecture 29.=M meanQ #.0#@$? able to refocus attention #@.>M

meanQ #.1=@$. On information processing scale most of the respondents

described the items as somewhat typical includes trying to find relationship

between what they learn and already *now #B.=M meanQ #.#1@$? applying

principle they learn #@.>M meanQ #.0>@$? relating own general *nowledge 2>.=M

meanQ #.2#$? translating the study into their own words #2.2M meanQ #.B#@$?

trying to apply their lesson in everyday life #>.>M meanQ #.1=@$? relating their

lesson to own e:periences 26.2M meanQ #.2B@$? completing some practice

problems on te:tboo*s #1.=M meanQ #.10@$. One item described by the

respondents as fairly typical which is trying to ma*e everything fit together logically

#@.>MmeanQ#.@B@$. On motivation scale the respondents described the four

items as fairly typical which includes having difficulty in a course but motivated to

complete the wor* #0.=M meanQ #.@B$? being able to wor* on an assignment

B1.>M meanQ #.6@$? wor*ing hard to get good grades 29.2M meanQ #.@#@$?

setting goals for their grades #=.1M meanQ #.@6$ ,he other three items described


58/81


58

as somewhat typical such as8 setting high standards in school #B.2M meanQ

#.B2@$? studying only the easy parts 26.=M meanQ 2.@6$? manage to *eep wor*ing

until finish #1.=M meanQ #.29$. One item described by the respondents as

moderately typical which is uptodate in class assignment #>.1M meanQ #.@#@$.

On selftesting scale respondents demonstrated somewhat typical on all items

includes identifying potential test uestions 2>.=M meanQ #.1>@$? creating

uestions that might be included 2=.2M meanQ #.##@$? reviewing notes before

class 29.2M meanQ #.06$? mentally review what was said 26.=M meanQ#.22$?

testing themselves on what they are studying #1.=M meanQ #.B>$? reviewing

notes before class #2.2M meanQ #.0=$? chec*ing understanding of the material in

a course and ma*e up possible uestions to try answer them #1.=M meanQ #.2@$?

reviewing notes after class to see if they understand the information presented

2=.=M meanQ 2.99$ On selecting main ideas respondents described all items as

somewhat typical including trouble figuring out important notes 2>.2M meanQ

2.>2$? difficulty in identifying important points in reading #1.2M meanQ 2.>=$?

difficulty in finding ideas in te:tboo*s 2=.2M meanQ 2.60@$? difficulty in finding

main ideas 2=.2M meanQ 2.60@$? getting lost in the details #>.>M meanQ 2.@=$?

hard to understand what is important to underline in a te:t #0.2M meanQ 2.==$?

identify important information #@.>M meanQ #.20@$? able to pic* out important

information #@.>M meanQ #.B#$? difficulty in pic*ing out important information

#>.>M meanQ 2.>$. On study aids scale respondents described most of the items


59/81


59

as somewhat typical including underlining is helpful when reviewing te:t material

2B.6M meanQ 2.96@$? using website for te:tboo* 26.2M meanQ #.11@$? attending

review sessions for classes 29.2M meanQ

Documents

Thesis Keep the Faith Chapter 4 Edited