ACADEMIC FACTORS AFFECTING THE RLE ACADEMIC FACTORS AFFECTING THE RLE PERFORMANCE OF THE SELECTED 4TH PERFORMANCE OF THE SELECTED 4TH YEAR NURSING STUDENTS IN OUR LADY YEAR NURSING STUDENTS IN OUR LADY OF FATIMA UNIVERSITY OF FATIMA UNIVERSITY A Thesis presented to the Faculty A Thesis presented to the Faculty of of Our Lady of Fatima University Our Lady of Fatima University College of Nursing College of Nursing In Partial Fulfillment of the Requirements In Partial Fulfillment of the Requirements for the degree of for the degree of BACHELOR OF SCIENCE IN NURSING BACHELOR OF SCIENCE IN NURSING
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ACADEMIC FACTORS AFFECTING THE RLE ACADEMIC FACTORS AFFECTING THE RLE PERFORMANCE OF THE SELECTED 4TH PERFORMANCE OF THE SELECTED 4TH YEAR NURSING STUDENTS IN OUR LADY YEAR NURSING STUDENTS IN OUR LADY
OF FATIMA UNIVERSITYOF FATIMA UNIVERSITY
A Thesis presented to the Faculty ofA Thesis presented to the Faculty ofOur Lady of Fatima UniversityOur Lady of Fatima University
College of NursingCollege of Nursing
In Partial Fulfillment of the Requirements for the degree ofIn Partial Fulfillment of the Requirements for the degree of
BACHELOR OF SCIENCE IN NURSINGBACHELOR OF SCIENCE IN NURSING
CHAPTER ICHAPTER ITHE PROBLEM AND ITS BACKGROUNDTHE PROBLEM AND ITS BACKGROUND
IntroductionIntroduction
The increasing demand of nurses all over the world greatly affects the decisions of the The increasing demand of nurses all over the world greatly affects the decisions of the people.people.
Though the news about the nurse’s jobs is getting scarce they still take the nursing course. And inThough the news about the nurse’s jobs is getting scarce they still take the nursing course. And in
order to become competitive among the millions of nursing students, one must start it in school order to become competitive among the millions of nursing students, one must start it in school
through studying hard and retaining information.through studying hard and retaining information.
Bean and Metzner (1985) describe academic factors as student’s primary involvement withBean and Metzner (1985) describe academic factors as student’s primary involvement with
the academic process at the college and purports that among non traditional student’s academic the academic process at the college and purports that among non traditional student’s academic
factors are less important than environmental factors in influencing retention (Metzner and Bean, factors are less important than environmental factors in influencing retention (Metzner and Bean,
1987). Academic Integration, sometimes been used to describe a cluster of academic factors that 1987). Academic Integration, sometimes been used to describe a cluster of academic factors that
can influence retention, and has been defined as “the development of a strong affiliation with the can influence retention, and has been defined as “the development of a strong affiliation with the
college environment both inside and outside of class” (Nora, 1993 p. 235)college environment both inside and outside of class” (Nora, 1993 p. 235)
For nursing students, the academic factors deemed most important for retention include For nursing students, the academic factors deemed most important for retention include
Personal Study Skills, Study Hours, Attendance, Class Schedule and General Academic Services Personal Study Skills, Study Hours, Attendance, Class Schedule and General Academic Services
(college library, college counseling and computer library).(college library, college counseling and computer library).
Personal study skills, refers to specific elements, attitudes about the responsibility for studyPersonal study skills, refers to specific elements, attitudes about the responsibility for studyand effort expended on academic pursuits, affect nursing student retention through academic and effort expended on academic pursuits, affect nursing student retention through academic performance and psychological outcomes. Consistent with higher education, the increasingly performance and psychological outcomes. Consistent with higher education, the increasingly academically diverse nursing student population presents with varying study skills (Heller, Oros academically diverse nursing student population presents with varying study skills (Heller, Oros and Durney-Crowley, 2000; Tanner, 1998). Additionally, used of varied study skills has been and Durney-Crowley, 2000; Tanner, 1998). Additionally, used of varied study skills has been associated with better academic outcomes (Napoli & Wortman, 1998), which in turn positively associated with better academic outcomes (Napoli & Wortman, 1998), which in turn positively influence retention. Effort expended on planning and study activities yields better academic influence retention. Effort expended on planning and study activities yields better academic outcome (Flowers, 2002).outcome (Flowers, 2002).
In the NURS model, personal study hours refer to the number of hours allocated exclusively In the NURS model, personal study hours refer to the number of hours allocated exclusively to positive study activities in which positive study behaviors and attitudes are actively used. In to positive study activities in which positive study behaviors and attitudes are actively used. In this model, students with more personal study hours are expected to have more positive academic this model, students with more personal study hours are expected to have more positive academic outcomes and retentions than will students with inadequate personal study hours. Adequate study outcomes and retentions than will students with inadequate personal study hours. Adequate study hours are individually based and are defined as the least number of personal study hours needed hours are individually based and are defined as the least number of personal study hours needed to achieve the short-term academic outcomes (passing exam, completing accurate care plan, etc.) to achieve the short-term academic outcomes (passing exam, completing accurate care plan, etc.) and long-term academic outcomes (successfully completing nursing course components).and long-term academic outcomes (successfully completing nursing course components).
The Metzner and Bean (1987) model included absenteeism as an academic variable The Metzner and Bean (1987) model included absenteeism as an academic variable influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the literature regarding attendance reveals several interesting phenomena that are relevant for nursing literature regarding attendance reveals several interesting phenomena that are relevant for nursing education. First, attendance (or absenteeism) should be monitored to help identify at-risk education. First, attendance (or absenteeism) should be monitored to help identify at-risk students. Second, attendance should be monitored in relation to other variables with the purpose students. Second, attendance should be monitored in relation to other variables with the purpose of identifying students most at risk for attrition. In nursing, attendance is somewhat more of identifying students most at risk for attrition. In nursing, attendance is somewhat more complex than it is among the general college population. Consequently, students may not complex than it is among the general college population. Consequently, students may not comprehend, value, or expect rigid attendance policies will be upheld, especially among comprehend, value, or expect rigid attendance policies will be upheld, especially among beginning students who have had no prior exposure to nursing courses. beginning students who have had no prior exposure to nursing courses.
Attendance may be further differentiated between various nursing course components Attendance may be further differentiated between various nursing course components such as theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly, such as theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly, clinical attendance is a valuable dimension to learning and assists the student in connecting clinical attendance is a valuable dimension to learning and assists the student in connecting theoretical information, nursing skills, and client’s competency. Absences create theoretical information, nursing skills, and client’s competency. Absences create complicated disadvantages; attendance creates valuable advantages. Attendance needs to be complicated disadvantages; attendance creates valuable advantages. Attendance needs to be viewed in relation to other variables and to the other dimensions of the NURS model if at viewed in relation to other variables and to the other dimensions of the NURS model if at risk students are to be identified early.risk students are to be identified early.
Availability of courses, flexibility of courses, and convenience are factors that can Availability of courses, flexibility of courses, and convenience are factors that can influence retention through academic and psychological outcomes (Bean and Metzner, influence retention through academic and psychological outcomes (Bean and Metzner,
1985; 1985; Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing students Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing students have identified “class schedule” as influencing retention. Responses ranged from “severely have identified “class schedule” as influencing retention. Responses ranged from “severely restrictive” to “greatly supportive” (Jeffreys, 1993, 1998, 2000, 2002). Class schedule is restrictive” to “greatly supportive” (Jeffreys, 1993, 1998, 2000, 2002). Class schedule is included in the NURS model because students’ perceptions of class schedule, with its included in the NURS model because students’ perceptions of class schedule, with its physical demands and time constraints can influence retention positively or negatively and physical demands and time constraints can influence retention positively or negatively and in varying degrees. Students’ perception of class schedule is the most important aspect to in varying degrees. Students’ perception of class schedule is the most important aspect to assess.assess.
General academic services are designed to assist students with their academic goals and General academic services are designed to assist students with their academic goals and are available to all college students, regardless of academic major. They include the library, are available to all college students, regardless of academic major. They include the library, counseling, and computer laboratories. counseling, and computer laboratories.
General academic services that are convenient accessible, and helpful will encourage General academic services that are convenient accessible, and helpful will encourage more active use of these support services.more active use of these support services.
The assessment of nursing students’ perceptions of general academic services is valuable The assessment of nursing students’ perceptions of general academic services is valuable (Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction (Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction with other academic factors, positively influences retention by enhancing academic and with other academic factors, positively influences retention by enhancing academic and psychological outcomes. For example, maximizing use of various library services appropriate psychological outcomes. For example, maximizing use of various library services appropriate to course objectives can assist with improved study skills and academic integration, thus to course objectives can assist with improved study skills and academic integration, thus enhancing retention. Counseling services have shown to be beneficial to nursing student enhancing retention. Counseling services have shown to be beneficial to nursing student academic and psychological outcomes (Lehna et at., 1996). Higher education literature academic and psychological outcomes (Lehna et at., 1996). Higher education literature reports that counseled students have higher rates than non-counseled students (Turner & reports that counseled students have higher rates than non-counseled students (Turner & Berry, 2000; Wilson, Mason, & Ewing, 1997), Kraemer (1997) stated that commuter students Berry, 2000; Wilson, Mason, & Ewing, 1997), Kraemer (1997) stated that commuter students who frequently use computer laboratory facilities on campus are more involved in cognitive who frequently use computer laboratory facilities on campus are more involved in cognitive development than are other students; enhanced cognitive development enhances retention.development than are other students; enhanced cognitive development enhances retention.
Also according to a journal of Also according to a journal of The Canadian Nurse; The Canadian Nurse; Mar 1, 2003 by BOLAN, Mar 1, 2003 by BOLAN, CHRISTINE M. and GRAINGER, PATRICIA “Success in nursing programs influenced by CHRISTINE M. and GRAINGER, PATRICIA “Success in nursing programs influenced by such academic factors as overall. Similarly, non-academic factors associated attrition from such academic factors as overall. Similarly, non-academic factors associated attrition from nursing programs perception of nursing as a career. (12) Other non-academic factors in nursing programs perception of nursing as a career. (12) Other non-academic factors in attrition...” this article states that nursing programs become successful in retaining attrition...” this article states that nursing programs become successful in retaining information to their learners by the influence of the academic factors.information to their learners by the influence of the academic factors.
This study aimed to determine the academic factors such as hospital performance, This study aimed to determine the academic factors such as hospital performance, strategic studying, personal study skills, attendance, and class schedule and identifystrategic studying, personal study skills, attendance, and class schedule and identifywhether these factors could distinguish differences among students, based on RLE whether these factors could distinguish differences among students, based on RLE performance.performance.
Conceptual FrameworkConceptual Framework
Performance of the students who attended their hospital duties before Lecture
Performance of the students who attended Lecture before having their hospital duties
RLE performance grade according to their clinical instructor
Academic factorsPersonal Study SkillAttendanceGeneral Academic ServicesStudy HoursClass Schedule
Most common academic factor affecting the RLE of the 4rth year nursing student
Affects their performance during their clinical duty by utilizing this academic factor to improved their knowledge and concepts about hospital skills
RESEARCH PARADIGMRESEARCH PARADIGM
INPUTINPUT
→ Academic Factors which affect the RLE performance of 4th Year Nursing Students.
OUTPUTOUTPUT
→ Ameliorate the RLE performance of the 4th Year Nursing Students
PROCESSPROCESS
→ Identify the Academic Factors affecting the RLE performance of 4thYear Nursing Students.→ Note the effects of this Academic Factors.→ Test the significant relationship of Academic Factors with the RLE performance of 4th year Nursing Students.
This study aimed to determine “Academic Factors Affecting the RLE Performance ofThis study aimed to determine “Academic Factors Affecting the RLE Performance ofthe Selected 4th Year Nursing Students in Our Lady of Fatima University”. the Selected 4th Year Nursing Students in Our Lady of Fatima University”.
Specifically it sought to answers the ff questions:Specifically it sought to answers the ff questions:
1.What were the most common academic factors that greatly influenced the RLE of the 4th 1.What were the most common academic factors that greatly influenced the RLE of the 4th year nursing students?year nursing students?
2.How did these academic factors affect the RLE performance of the 4th year nursing 2.How did these academic factors affect the RLE performance of the 4th year nursing students during their Hospital duty hours?students during their Hospital duty hours?
3.What were the results of their performance in their hospital duty hours?3.What were the results of their performance in their hospital duty hours?
4.Is there a significant relationship between the academic factors and the RLE performance 4.Is there a significant relationship between the academic factors and the RLE performance of the 4th year nursing student during their hospital duty hours?of the 4th year nursing student during their hospital duty hours?
5.Is there a significant difference between the grades of the students who attended hospital 5.Is there a significant difference between the grades of the students who attended hospital duties before lecture and those who had their lecture before having their hospital duties before lecture and those who had their lecture before having their hospital duties? duties?
STATEMENT OF THE PROBLEMSTATEMENT OF THE PROBLEM
HYPOTHESESHYPOTHESES
There is no significant relationship between There is no significant relationship between the academic factors and the RLE performance the academic factors and the RLE performance of the 4th year nursing students.of the 4th year nursing students.
There is no significant difference between the There is no significant difference between the grades of the students during their Lecture grades of the students during their Lecture class hours and during their hospital duty class hours and during their hospital duty hours.hours.
CHAPTER IICHAPTER IIMETHODS OF RESEARCH AND PROCEDURESMETHODS OF RESEARCH AND PROCEDURES
Research DesignResearch Design
Survey Research was used in the study to determine Survey Research was used in the study to determine the performance of the students. This was conducted the performance of the students. This was conducted through a paper-pen questionnaire. Here, the researchers through a paper-pen questionnaire. Here, the researchers used questionnaires and photocopies of the RLE record used questionnaires and photocopies of the RLE record book of the students for measuring instrument in collecting book of the students for measuring instrument in collecting data and to determine the academic factors affecting their data and to determine the academic factors affecting their RLE performance of the selected 4th year nursing students RLE performance of the selected 4th year nursing students in Our Lady of Fatima University.in Our Lady of Fatima University.
Population and Locale of the StudyPopulation and Locale of the StudyThe researchers chose respondents in the 4th year level The researchers chose respondents in the 4th year level
following a certain criteria. That the respondents should have their following a certain criteria. That the respondents should have their record grades of NCM 101 and 102 to use as the basis of this record grades of NCM 101 and 102 to use as the basis of this research study. 50 respondents were used in this study. The research study. 50 respondents were used in this study. The respondents were composed of 31 students who attended lecture respondents were composed of 31 students who attended lecture first before their duties and 19 students who attended their duties first before their duties and 19 students who attended their duties first before lecture. first before lecture.
The locale of this study was in Our Lady of Fatima The locale of this study was in Our Lady of Fatima University—Lagro, Quezon City. This was conducted in the 1st University—Lagro, Quezon City. This was conducted in the 1st semester of the year 2008-2009.semester of the year 2008-2009.
Data Gathering ToolsData Gathering Tools
The primary tool used in this study was Questionnaire. The primary tool used in this study was Questionnaire. Because this was a simplified questions addressed to the Because this was a simplified questions addressed to the respondents. In part 1 of the questionnaire multiple choice type of respondents. In part 1 of the questionnaire multiple choice type of question was used. Then in part 2 of the questionnaire, the question was used. Then in part 2 of the questionnaire, the researchers used Likert scale to show the amount of agreement and researchers used Likert scale to show the amount of agreement and disagreement of the respondents.disagreement of the respondents.
Data Gathering ProcedureData Gathering ProcedureThe first step done by the researchers was to select for the The first step done by the researchers was to select for the
potential respondents of these study. The researchers took samples potential respondents of these study. The researchers took samples through Non-Probability scheme. They used Quota Sampling through Non-Probability scheme. They used Quota Sampling which was a type of Non-probability Sampling. In a non-which was a type of Non-probability Sampling. In a non-randomized form, the researchers selected the respondents from randomized form, the researchers selected the respondents from the cross-section of the population. A helped from friends and the cross-section of the population. A helped from friends and relatives of the researchers who were also 4th year nursing relatives of the researchers who were also 4th year nursing students were sought to identify and locate the respondents of this students were sought to identify and locate the respondents of this study. Thus the identification of the respondents became study. Thus the identification of the respondents became purposive and chain referral at the same time. purposive and chain referral at the same time.
After they had identified and located the respondents, the After they had identified and located the respondents, the researcher approached and visited them personally to introduced researcher approached and visited them personally to introduced herself, build rapport and stated the objectives of their study. The herself, build rapport and stated the objectives of their study. The respondents agreed to participate in the study.respondents agreed to participate in the study.
A questionnaire was given to answer. They were also A questionnaire was given to answer. They were also askedasked
whether they can photocopy their RLE performance grade. All the whether they can photocopy their RLE performance grade. All the respondents were assured that their grades and response were respondents were assured that their grades and response were appreciated and treated confidentially.appreciated and treated confidentially.
Statistical Treatment of DataStatistical Treatment of DataThe researchers compiled and tabularized all the data to organize the The researchers compiled and tabularized all the data to organize the
RLE grades of the selected 4th year nursing students. They also used RLE grades of the selected 4th year nursing students. They also used questionnaires and photocopied RLE grades of the fifty 4th year nursing questionnaires and photocopied RLE grades of the fifty 4th year nursing students as respondents.students as respondents.
The statistics used were mean (X), standard deviation (SD) and the T-The statistics used were mean (X), standard deviation (SD) and the T-test of difference. Additionally, the researchers had chosen the Chi Square test of difference. Additionally, the researchers had chosen the Chi Square Formula for their research study. Because the type of question they used in the Formula for their research study. Because the type of question they used in the questionnaires was answerable by a yes or no. This formula was really intended questionnaires was answerable by a yes or no. This formula was really intended for the type of question the researchers had chosen.for the type of question the researchers had chosen.
The following formula to compute chi-square:The following formula to compute chi-square:
(O-E)²(O-E)²x²= Σ ------------x²= Σ ------------
EEWhere O = observed frequencyWhere O = observed frequency
E = expected frequencyE = expected frequencyΣ = sum the calculated valuesΣ = sum the calculated values
CHAPTER IIICHAPTER IIIPRESENTATION, ANALYSIS AND PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATAINTERPRETATION OF DATATable 1Table 1
Distribution of the most common Academic Factor according to 4th year nursing students.Distribution of the most common Academic Factor according to 4th year nursing students.
The results showed that 44% of the students chose personal study skills asThe results showed that 44% of the students chose personal study skills astheir most common academic factor. Next to it 22% chose class schedule, 20% study hours, 12% their most common academic factor. Next to it 22% chose class schedule, 20% study hours, 12% chose general academic services and lastly 2% of the students chose attendance. Additionally, usechose general academic services and lastly 2% of the students chose attendance. Additionally, useof varied personal study skill has been associated with better academic outcomes (Napoli andof varied personal study skill has been associated with better academic outcomes (Napoli andWortman,1998) which in turn positively influence the result of the student’s performance.Wortman,1998) which in turn positively influence the result of the student’s performance.
Academic Factors Frequency Relative Frequency
Personal study skills 22 44 %
Study hours 10 20 %
Class schedule 11 22 %
Attendance 1 2 %
General academic services 6 12 %
Table 2Table 2Distribution of how the Distribution of how the
Academic Factor affects the Academic Factor affects the hospital duty according to 4th hospital duty according to 4th year nursing student’s scale year nursing student’s scale
The table showed that majority The table showed that majority of the student’s scale (total of of the student’s scale (total of 39) had an average of 3.0-5.0 39) had an average of 3.0-5.0 which means they agreed that by which means they agreed that by utilizing the academic factors utilizing the academic factors will improve their knowledge will improve their knowledge and concepts about hospital and concepts about hospital skills. It also showed the total skills. It also showed the total average of their scale which was average of their scale which was 193.25. 193.25.
StudentQUESTIONS
2 3 4 5 Average
Table 3Table 3Results of the performance of the Results of the performance of the 4th year nursing students during 4th year nursing students during their hospital duties in NCM 101 their hospital duties in NCM 101
The table showed that the 4th The table showed that the 4th year nursing student’s year nursing student’s performance during their performance during their hospital duty in NCM 101 hospital duty in NCM 101 and 102 were all passed. and 102 were all passed. Because their grades were in Because their grades were in 1.25 – 2.75, this means very 1.25 – 2.75, this means very good or good. It also showed good or good. It also showed the average of each grades in the average of each grades in the table.the table.
between Academic Factors between Academic Factors and the RLE Performance.and the RLE Performance.
Student x y xy x² y²
1 4.5 2 9 20.25 4
2 5 2 10 25 4
3 4.25 2.13 9.0525 18.0625 4.5369
4 4.5 2.25 10.125 20.25 5.0625
5 4.25 2.13 9.0525 18.0625 4.5369
6 2 2.25 4.5 4 5.0625
7 4.75 2 9.5 22.5625 4
8 4 2 8 16 4
9 4.75 2.38 11.305 22.5625 5.6644
10 2 2.38 4.76 4 5.6644
11 5 2.50 12.5 25 6.25
12 5 2 10 25 4
13 4.25 2.13 9.0525 18.0625 4.5369
14 2 2.13 4.26 4 4.5369
15 4.25 2.25 9.5625 18.0625 5.0625
16 4 2.25 9 16 5.0625
17 4.75 2.38 11.305 22.5625 5.6644
18 4.5 2.38 10.71 20.25 5.6644
19 4 2.38 9.52 16 5.6644
20 4.5 2.38 10.71 20.25 5.6644
21 4.25 2.63 11.1775 18.0625 6.9169
22 4.5 2.38 10.71 20.25 5.6644
Student x y xy x² y²
23 3.75 2.38 8.925 14.0625 5.6644
24 4.25 2 8.5 18.0625 4
25 1 2.38 2.38 1 5.6644
26 3.75 2.50 9.375 14.0625 6.25
27 3.5 2.38 8.33 12.25 5.6644
28 4.5 2.38 10.71 20.25 5.6644
29 5 2.13 10.65 25 4.5369
30 3.75 2 7.5 14.0625 4
31 4 2.38 9.52 16 5.6644
32 4.25 2.38 10.115 18.0625 5.6644
33 4.75 2.13 10.1175 22.5625 4.5369
34 1 2.25 2.25 1 5.0625
35 2.5 2.13 5.325 6.25 4.5369
36 3.75 2.25 8.4375 14.0625 5.0625
37 4.75 2.25 10.6875 22.5625 5.0625
38 3.25 2.13 6.9225 10.5625 4.5369
39 3.25 2.13 6.9225 10.5625 4.5369
40 4.75 2.50 11.875 22.5625 6.25
41 4.75 2.38 11.305 22.5625 5.6644
42 3.75 2.25 8.4375 14.0625 5.0625
43 2.25 2.25 5.0625 5.0625 5.0625
44 2.75 2.25 6.1875 7.5625 5.0625
Table 4BTable 4BTesting for the Significance of r.Testing for the Significance of r.
HYPOTHESESHYPOTHESES TEST TEST STATISTICSSTATISTICS
CRITICALCRITICALVALUEVALUE
COMPUTED VALUECOMPUTED VALUEFOR tFOR t
DECISIONDECISION
HHOO: ρ = 0: ρ = 0
There is no significant There is no significant relationship relationship between the between the academic factors academic factors and the RLE and the RLE performance of performance of the 4the 4thth year year nursing students.nursing students.
HHAA: ρ ≠ 0: ρ ≠ 0
There is a significant There is a significant relationship relationship between the between the academic factors academic factors and the RLE and the RLE performance of performance of the 4the 4thth year year nursing students.nursing students.
t – test for the t – test for the significance significance of rof r
two – tailed at two – tailed at α = 0.05 level of α = 0.05 level of
Figure 3Figure 3 Test for the significance of r Test for the significance of r
- 2.0210 0.21 + 2.0210
Rejection Region Acceptance Region
Since the computed t- value (0.21) is lesser than the critical value (± Since the computed t- value (0.21) is lesser than the critical value (± 2.0210) then Ho should be accepted. Accepting Ho means that there is no 2.0210) then Ho should be accepted. Accepting Ho means that there is no significant relationship between the academic factors and the RLE significant relationship between the academic factors and the RLE performance of the 4th year nursing students during their hospital duty performance of the 4th year nursing students during their hospital duty hours at 0.05 level of significance.hours at 0.05 level of significance.
Table 5ATable 5ASignificant Differences Significant Differences of Duties First before of Duties First before
Lecture.Lecture.
Student NCM 101 NCM 102 Average (x-x)²
1 2.25 1.75 2 0.0441
2 1.75 2.25 2 0.0441
3 2 2.25 2.13 0.0064
4 2.25 2.25 2.25 0.0016
5 2.50 1.75 2.13 0.0064
6 2.50 2.00 2.25 0.0016
7 2.25 1.75 2 0.0441
8 1.75 2.25 2 0.0441
9 2.25 2.50 2.38 0.0289
10 2.25 2.50 2.38 0.0289
11 2.50 2.50 2.50 0.0841
12 2.25 1.75 2 0.0441
13 2.25 2.00 2.13 0.0064
14 2.25 2.00 2.13 0.0064
15 2.25 2.25 2.25 0.0016
16 2.25 2.25 2.25 0.0016
17 2.50 2.25 2.38 0.0289
18 2.25 2.50 2.38 0.0289
19 2.50 2.75 2.38 0.0289
TOTAL 42.75 41.5 41.92 0.4811
This table showed This table showed the grades of the the grades of the RLE performance RLE performance grade in NCM 101 grade in NCM 101 and 102 of the 4th and 102 of the 4th year nursing year nursing students who had students who had their duties first their duties first before attending before attending their lectures. It their lectures. It also showed the also showed the average and the average and the (x- )²(x- )² of each grade of each grade in the NCM’s. in the NCM’s.
Table 5BTable 5BSignificant Difference of Significant Difference of
Lecture first before Duty Lecture first before Duty
Student NCM 101 NCM 102 Average (x-x)²
1 2.25 2.50 2.38 .0064
2 2.75 2.50 2.63 .1089
3 2.25 2.50 2.38 .0064
4 2.25 2.50 2.38 .0064
5 2.00 2.00 2 .09
6 2.25 2.50 2.38 .0064
7 2.50 2.50 2.50 .04
8 2.50 2.25 2.38 .0064
9 2.25 2.50 2.38 .0064
10 2.25 2.00 2.13 .0289
11 2.25 1.75 2 .09
12 2.25 2.50 2.38 .0064
13 2.50 2.25 2.38 .0064
14 2.25 2.00 2.13 .0289
15 2.50 2.00 2.25 .0025
16 2.25 2.00 2.13 .0289
17 2.25 2.25 2.25 .0025
18 2.25 2.25 2.25 .0025
19 2.00 2.25 2.13 .0289
20 2.25 2.00 2.13 .0289
21 2.50 2.50 2.50 .04
22 2.25 2.50 2.38 .0064
This table showed the grades of the RLE performance grade in This table showed the grades of the RLE performance grade in NCM 101 and 102 of the 4th year nursing students who had their NCM 101 and 102 of the 4th year nursing students who had their
lectures first before having their hospital duties. It also showed the lectures first before having their hospital duties. It also showed the average and the (x- )² of each grade in the NCM’s. average and the (x- )² of each grade in the NCM’s.
23 2.25 2.25 2.25 .0025
24 2.25 2.25 2.25 .0025
25 2.25 2.25 2.25 .0025
26 2.50 2.50 2.50 .04
27 2.50 2.00 2.25 .0025
28 2.00 2.50 2.25 .0025
29 2.75 2.00 2.36 .0036
30 2.50 2.00 2.25 .0025
31 2.25 2.50 2.38 .0064
TOTAL72 70.25 71.19 0.6435
StudentNCM 101 NCM 102 Average (x-x)²
Table 5CTable 5C Interpretation for Figure 2 Interpretation for Figure 2
HYPOTHESESHYPOTHESES TEST STATISTICSTEST STATISTICS CRITICAL CRITICAL VALUEVALUE
COMPUTED COMPUTED VALUEVALUE
DECISIONDECISION
HHoo: µ: µDF DF =µ=µ
LFLF
There is no significant There is no significant difference between difference between the grades of the the grades of the students during students during their Lecture class their Lecture class hours and during hours and during their hospital duty their hospital duty hours.hours.
HHAA: µ: µDF DF ≠ µ≠ µ
LFLF
There is a significant There is a significant difference between difference between the grades of the the grades of the students during students during their Lecture class their Lecture class hours and during hours and during their hospital duty their hospital duty hours.hours.
t-test for two sample t-test for two sample meansmeans
Figure 4Figure 4Test for the significant difference between the grades of the students during their Test for the significant difference between the grades of the students during their
Lecture class hours and during their hospital duty hours.Lecture class hours and during their hospital duty hours.
Rejection Region Acceptance Region
- 2.1010 0.19 + 2.1010
Computation shows that the computed t- value (0.19) is lesser than the Computation shows that the computed t- value (0.19) is lesser than the critical t- value (± 2.1010), this lead to the acceptance of the null critical t- value (± 2.1010), this lead to the acceptance of the null hypothesis. Acceptance of the null hypothesis means that there is no hypothesis. Acceptance of the null hypothesis means that there is no significant difference between the grades of the students who attended significant difference between the grades of the students who attended hospital duties before lecture and those who had their lecture before having hospital duties before lecture and those who had their lecture before having their hospital duties.their hospital duties.
CHAPTER VCHAPTER VSUMMARY, CONCLUSIONS AND SUMMARY, CONCLUSIONS AND
RECOMMENDATIONRECOMMENDATION Summary of FindingsSummary of Findings
Based on the data gathered and the computations obtained from the Based on the data gathered and the computations obtained from the statistical treatment, the following findings are:statistical treatment, the following findings are:
1.1. Out of the five academic factors, personal study skill got the highest frequency Out of the five academic factors, personal study skill got the highest frequency of 22 or 44% relative frequency. Then class schedule got 11 or 22%, study hours of 22 or 44% relative frequency. Then class schedule got 11 or 22%, study hours 10 or 20%, general academic services 6 or 12% and lastly attendance which only 10 or 20%, general academic services 6 or 12% and lastly attendance which only got 1 or 2% of relative frequency. got 1 or 2% of relative frequency.
2.2. Majority of the student’s scale had an average 3.0-5.0 which means they agreed Majority of the student’s scale had an average 3.0-5.0 which means they agreed that by utilizing the academic factors will improve their knowledge and concepts that by utilizing the academic factors will improve their knowledge and concepts about hospital skills. It also showed the total average of their scale which was about hospital skills. It also showed the total average of their scale which was 193.25.193.25.
3.3. The 4th year nursing student’s performance during their hospital duty in NCM The 4th year nursing student’s performance during their hospital duty in NCM 101 and 102 were all passed. Because their grades were in 1.25 – 2.75, this 101 and 102 were all passed. Because their grades were in 1.25 – 2.75, this means very good or good. Even after the researchers computed their average, the means very good or good. Even after the researchers computed their average, the results were still very good and good.results were still very good and good.
4.4. YGHYGH5.5. GHGH
ConclusionsConclusionsThe following are the formulated conclusions based The following are the formulated conclusions based
on the findings above:on the findings above:1.1. The most common academic factor used by the 4th year The most common academic factor used by the 4th year
nursing students was Personal Study Skills.nursing students was Personal Study Skills.2.2. Academic factors affect the RLE performance of the nursing Academic factors affect the RLE performance of the nursing
students during their hospital duty by utilizing the factors to students during their hospital duty by utilizing the factors to improved knowledge and concepts about hospital skills and improved knowledge and concepts about hospital skills and improved their hospital ratingimproved their hospital rating
3.3. The results of the RLE performance grade of the 4th year The results of the RLE performance grade of the 4th year nursing students were all passed.nursing students were all passed.
4.4. There was no significant relationship between the academic There was no significant relationship between the academic factors and the RLE performance of the 4th year nursing factors and the RLE performance of the 4th year nursing students.students.
5.5. There was no significant difference between the grades of the There was no significant difference between the grades of the students who attended hospital duties before lecture and those students who attended hospital duties before lecture and those who had their lecture before having their hospital duties.who had their lecture before having their hospital duties.
RecommendationsRecommendationsIn regards to the presented conclusions, the following In regards to the presented conclusions, the following
recommendations are:recommendations are:1.1. Advising the students to recognize also the other academic factors aside Advising the students to recognize also the other academic factors aside
from the personal study skill. This will give them the chance to choose from the personal study skill. This will give them the chance to choose among the factors that will best suit their type of studying.among the factors that will best suit their type of studying.
2.2. Students are aware on what the academic factors can do to their Students are aware on what the academic factors can do to their performance.performance.
3.3. The students should maintain and keep up a good performance in their The students should maintain and keep up a good performance in their hospital duties.hospital duties.
4.4. Students should strengthen more the used of academic factors. Though Students should strengthen more the used of academic factors. Though majority of them believe that those factors has a good effect on their majority of them believe that those factors has a good effect on their performance, they should utilize it seriously during their study performance, they should utilize it seriously during their study
5.5. This only suggests that before having a hospital duty, students must first This only suggests that before having a hospital duty, students must first attended their theoretical lecture first. Because lectures will give them attended their theoretical lecture first. Because lectures will give them knowledge and background about the things they should do in their duties. knowledge and background about the things they should do in their duties.
