Thesis 2

CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction The increasing demand of nurses all over the world greatly affects the decisions of the people. Though 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 through studying hard and retaining information. Bean 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 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 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) For nursing students, the academic factors deemed most important for retention include Personal Study Skills, Study Hours, Attendance, Class Schedule and General Academic Services (college library, college counseling and computer library). Personal study skills, refers to specific elements, attitudes about the responsibility for study and effort expended on academic pursuits, affect nursing student retention through academic performance and psychological outcomes. Consistent with higher education, the increasingly 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 associated with better academic outcomes (Napoli & Wortman, 1998), which in turn positively influence retention. Effort expended on planning and study activities yields better academic outcome (Flowers, 2002). 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 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 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.) and long-term academic outcomes (successfully completing nursing course components).

1

The Metzner and Bean (1987) model included absenteeism as an academic variable influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the 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 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 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 beginning students who have had no prior exposure to nursing courses. Attendance may be further differentiated between various nursing course components 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 theoretical information, nursing skills, and client’s competency. Absences create 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 risk students are to be identified early. Availability of courses, flexibility of courses, and convenience are factors that can influence retention through academic and psychological outcomes (Bean and Metzner, 1985; Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing students have identified “class schedule” as influencing retention. Responses ranged from “severely 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 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 assess. 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, counseling, and computer laboratories. General academic services that are convenient accessible, and helpful will encourage more active use of these support services. The assessment of nursing students’ perceptions of general academic services is valuable (Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction with other academic factors, positively influences retention by enhancing academic and psychological outcomes. For example, maximizing use of various library services appropriate to course objectives can assist with improved study skills and academic integration, thus enhancing

2

retention. Counseling services have shown to be beneficial to nursing student academic and psychological outcomes (Lehna et at., 1996). Higher education literature reports that counseled students have higher rates than non-counseled students (Turner & 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 development than are other students; enhanced cognitive development enhances retention. Also according to a journal of The Canadian Nurse; Mar 1, 2003 by BOLAN, CHRISTINE M. and GRAINGER, PATRICIA “Success in nursing programs influenced by 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 attrition...” this article states that nursing programs become successful in retaining information to their learners by the influence of the academic factors. This study aimed to determine the academic factors such as hospital performance, strategic studying, personal study skills, attendance, and class schedule and identify whether these factors could distinguish differences among students, based on academic performance in the experiential program. Conceptual Framework

Most common academic factor affecting the RLE of the 4rth year nursing student

Academic factors Personal Study Skill Attendance General Academic Services Study Hours Class Schedule

Affects their performance during their clinical duty by utilizing this academic factor to improved their knowledge and concepts about hospital skills

RLE performance grade according to their clinical instructor

Performance of the students who attended Lecture before having their hospital duties

Performance of the students who attended their hospital duties before Lecture

Figure 1

3

Research Paradigm

PROCESS

INPUT → Academic Factors which affect the RLE performance of 4th Year Nursing Students.

→ 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.

OUTPUT → Ameliorate the RLE performance of the 4th Year Nursing Students

Figure 2 Statement of the Problem This study aimed to determine “Academic Factors Affecting the RLE Performance of the Selected 4th Year Nursing Students in Our Lady of Fatima University”. Specifically, it sought to answers the following questions:

1. What were the most common academic factors that greatly influenced the RLE of the 4 th year nursing students?

2. How did these academic factors affect the RLE performance of the 4 th year nursing student’s scale during 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 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 duties before lecture and those who had their lecture before having their hospital duties? Hypotheses:

 There is no significant relationship between the academic factors and the RLE performance of the 4th year nursing students.

4

 There is no significant difference between the grades of the students during their Lecture class hours and during their hospital duty hours. CHAPTER II METHODS OF RESEARCH AND PROCEDURES This chapter discusses the procedures to be done by the researchers to attain their needed data. This includes the Research Design, Scope and Delimitations, Population and Locale

of the Study, Sampling Design, Data Gathering Procedure and Treatment of Data. Research Design Survey Research was used in the study to determine the performance of the students. This was conducted through a paper-pen questionnaire. Here, the researchers used questionnaires and photocopies of the RLE record book of the students for measuring instrument in collecting data and to determine the academic factors affecting their RLE performance of the selected 4 th year nursing students in Our Lady of Fatima University. Population and Locale of the Study The researchers chose respondents in the 4th year level following a certain criteria. That the respondents should have their record grades of Nursing Care Management (NCM) 101 and 102 to use as the basis of this research study. Fifty (50) respondents were used in this study. The respondents were composed of 31 students who attended lecture first before their duties and 19 students who attended their duties first before lecture. The locale of this study was in Our Lady of Fatima University—Lagro, Quezon City. This was conducted in the 1st semester of the year 2008-2009. Data Gathering Tools The primary tool used in this study was Questionnaire. Because this was a simplified questions addressed to the respondents. In part 1 of the questionnaire multiple choice type of question was used to determine the respondent’s preference. Then in part 2 of the questionnaire, the researchers used Likert scale to show the amount of agreement and disagreement of the respondents.

NORMS: 5 – Strongly Agree 4 – Agree 3 – Moderately Agree 2 – Disagree 1 – Strongly Disagree

5

For the RLE performance grade of the 4th year nursing students, the NCM 101 and 102 were taken. The following norms were used:

NORMS: 1.0– Excellent 1.25 - 2.0 – Very Good 2.25 - 2.75 – Good 3.0 – Passing

Data Gathering Procedure The first step done by the researchers was to select for the potential respondents of these study. The researchers took samples through Non-Probability scheme. They used Quota Sampling which was a type of Non-probability Sampling. In a non-randomized form, the researchers selected the respondents from the cross-section of the population. A helped from friends and relatives of the researchers who were also 4th year nursing students were sought to identify and locate the respondents of this study. Thus the identification of the respondents became purposive and chain referral at the same time. After they had identified and located the respondents, the researcher approached and visited them personally to introduced herself, build rapport and stated the objectives of their study. The respondents agreed to participate in the study. A questionnaire was given to answer. They were also asked whether they can photocopy their RLE performance grade. All the respondents were assured that their grades and response were appreciated and treated confidentially. Statistical Treatment of Data The researchers compiled and tabularized all the data to organize the RLE grades of the selected 4th year nursing students. They also used questionnaires and photocopied RLE grades of the fifty (50) 4th year nursing students as respondents. The statistics used were the relative frequency (rf), standard deviation (SD) and the t-test for the difference of the NCM 101 and 102 of the RLE grades the students and to the significant relationship of their academic factors and the RLE performance. Additionally, the researchers had chosen the Pearson r Formula for their research study.

6

The following formula to compute:  Relative Frequency rf = f x 100% n Where

rf = relative frequency f = frequency n = sample size

 Standard Deviation s = Ʃ (x - )² n Where

s = standard deviation x = raw data = sample mean n = sample size

 t-test t=

-

DF

LF

SDF² + SLF² nDF nLF df= smaller between n1-1 and n2-1 Where

DF

= average mean duty first

LF

= average mean lecture first

SDF = standard deviation duty first SLF = standard deviation lecture first nDF = sample size duty first nLF = sample size lecture first  Pearson r r = ___________n Σxy – (Σx)(Σy)_____ [ n Σx² - (Σx)²] [ n Σy² - (Σy)²] Where

n = sample size

7

Σxy = summation of average perception score and average RLE score Σx = summation of the average perception score Σy = summation of the average RLE score CHAPTER III PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter discusses an in-depth exploration of each academic factor that may reveal several aspects that will potentially affect students differently. The following tables will explain the significant relationship and the differences of the variables in this study.

Table 1 Distribution of the most common Academic Factor according to 4th year nursing students.

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 %

The results showed that 44% of the students chose personal study skills as 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. Use of varied personal study skill has been associated with better academic outcomes (Napoli and Wortman, 1998) which in turn positively influence the result of the student’s performance.

8

Table 2 Distribution of how the Academic Factor affects the hospital duty according to 4th year nursing student’s scale. NORMS: 5 – Strongly Agree 4 – Agree 3 – Moderately Agree 2 – Disagree 1 – Strongly Disagree

2

3

QUESTIONS 4 5

1

4

4

5

5

4.5

2

5

5

5

5

5

3

4

5

5

3

4.25

4

4

4

5

5

4.5

5

5

5

2

5

4.25

6

3

3

1

1

2

7

5

4

5

5

4.75

8

3

4

4

5

4

9

5

4

5

5

4.75

10

3

3

1

1

2

11

5

5

5

5

5

12

5

5

5

5

5

13

5

5

2

5

4.25

14

3

3

1

1

2

15

4

4

4

5

4.25

16

4

3

5

4

4

17

5

4

5

5

4.75

18

5

4

5

4

4.5

19

5

5

4

2

4

20

4

4

5

5

4.5

21

3

4

5

5

4.25

22

5

5

3

5

4.5

23

3

3

4

5

3.75

Student

Average

9

24

5

3

4

5

4.25

25

1

1

1

1

1

26 Student 27

3 42

4 3

4 QUESTIONS 4 34 45

28

5

5

3

5

4.50

29

5

5

5

5

5

30

4

3

4

4

3.75

31

4

5

4

3

4

32

5

4

4

4

4.25

33

5

5

5

4

4.75

34

1

1

1

1

1

35

1

5

3

1

2.50

36

4

4

3

4

3.75

37

5

4

5

5

4.75

38

3

3

4

3

3.25

39

3

4

2

4

3.25

40

5

5

5

4

4.75

41

5

4

5

5

4.75

42

3

4

3

5

3.75

43

3

2

2

2

2.25

44

1

3

4

3

2.75

45

5

5

5

4

4.75

46

3

3

2

2

2.50

47

1

5

3

1

2.50

48

5

5

5

4

4.75

49

4

4

3

5

4

50

5

4

4

5

4.50

TOTAL

195

198

187

193

193.25

3.75 Average 3.50

The table showed that majority of the student’s scale (total of 39 student’s) had an average of 3.0-5.0 which means they agreed that by utilizing the academic factors will improve their knowledge and concepts about hospital skills and attending lectures is a pre-requisite to actual hospital duties. It also showed the total average of their scale which was 193.25.

10

Table 3 Results of the performance of the 4th year nursing students during their hospital duties in NCM 101 and 102.

NORMS: 1.0– Excellent 1.25 - 2.0 – Very Good 2.25 - 2.75 – Good 3.0 – Passing

Student

NCM 101

NCM 102

Average

Interpretation

1

2.25

1.75

2

Very Good

2

1.75

2.25

2

Very Good

3

2

2.25

2.13

Very Good

4

2.25

2.25

2.25

Good

5

2.50

1.75

2.13

Very Good

6

2.50

2.00

2.25

Good

7

2.25

1.75

2

Very Good

8

1.75

2.25

2

Very Good

9

2.25

2.50

2.38

Good

10

2.25

2.50

2.38

Good

11

2.50

2.50

2.50

Good

12

2.25

1.75

2

Very Good

13

2.25

2.00

2.13

Very Good

14

2.25

2.00

2.13

Very Good

15

2.25

2.25

2.25

Good

16

2.25

2.25

2.25

Good

17

2.50

2.25

2.38

Good

18

2.25

2.50

2.38

Good

19

2.50

2.75

2.38

Good

20

2.25

2.50

2.38

Good

21

2.75

2.50

2.63

Good

22

2.25

2.50

2.38

Good

23

2.25

2.50

2.38

Good

11

24

2.00

2.00

2

Very Good

25

2.25

2.50

2.38

Good

26

2.50

2.50

2.50

Good

Student

NCM 101

NCM 102

Average

Interpretation

27

2.50

2.25

2.38

Good

28

2.25

2.50

2.38

Good

29

2.25

2.00

2.13

Very Good

30

2.25

1.75

2

Very Good

31

2.25

2.50

2.38

Good

32

2.50

2.25

2.38

Good

33

2.25

2.00

2.13

Very Good

34

2.50

2.00

2.25

Good

35

2.25

2.00

2.13

Very Good

36

2.25

2.25

2.25

Good

37

2.25

2.25

2.25

Good

38

2.00

2.25

2.13

Very Good

39

2.25

2.00

2.13

Very Good

40

2.50

2.50

2.50

Good

41

2.25

2.50

2.38

Good

42

2.25

2.25

2.25

Good

43

2.25

2.25

2.25

Good

44

2.25

2.25

2.25

Good

45

2.50

2.50

2.50

Good

46

2.50

2.00

2.25

Good

47

2.00

2.50

2.25

Good

48

2.75

2.00

2.36

Good

49

2.50

2.00

2.25

Good

50

2.25

2.50

2.38

Good

TOTAL

114.75

111.75

113.11

The table showed that the 4th year nursing student’s performance during their hospital duty in NCM 101 and 102 were all passed. Because their grades were in between 1.25 – 2.75, this means very good or good. It also showed the average of each grades in the table. Majority of the students does have good performance during their hospital duties.

12

Table 4 Significant Relationships between Academic Factors 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

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

13

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

Student

x

y

xy

x²

y²

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

45

4.75

2.50

11.875

22.5625

6.25

46

2.5

2.25

5.625

6.25

5.0625

47

2.5

2.25

5.625

6.25

5.0625

48

4.75

2.36

11.21

22.5625

5.5696

49

4

2.25

9

16

5.0625

50

4.5

2.38

10.71

20.25

5.6644

TOTAL

193.25

113.11

437.3825

800.3125

257.0971

Computed value: r= 0.03 – Positive Negligible Relationship The computed value of r (0.03) a positive negligible relationship means that there is a minimal correlation between the academic factors and the RLE performance of the 4th year nursing students during their hospital duty hours. The student’s performance depends on whether to perform well or not in their duties. See page 22 Appendix A computation B for computation.

14

Table 4.1 HYPOTHESES

TEST

CRITICAL

COMPUTED

STATISTICS

VALUE

VALUE FOR t

± 2.0210

t = 0.21

DECISION

HO: ρ = 0 There is no significant

•

t – test for the

relationship between

significance of

the academic factors

r

and the RLE performance of the 4th year nursing students.

•

Accept HO: ρ = 0

two – tailed at α = 0.05 level of significance

HA: ρ ≠ 0 There is a significant relationship between the academic factors and the RLE performance of the 4th year nursing students.

Acceptance Region Rejection Region

- 2.0210

0.21

+ 2.0210

Figure 3 Test for the significance of r Since the computed t- value (0.21) is lesser than the critical value (± 2.0210) then H o should be accepted. Accepting Ho means that there is no significant relationship between the

15

academic factors and the RLE performance of the 4th year nursing students during their hospital duty hours at 0.05 level of significance. See page 23 appendix A computation B for computation. Table 5 Interpretation for the Significant Difference between the NCM 101 and 102 Grades of the 4th year nursing students. HYPOTHESES

TEST STATISTICS

CRITICAL VALUE

COMPUTED VALUE

± 2.1010

0.19

DECISION

Ho: µDF =µLF There is no significant difference between the grades of the students during their Lecture

•

class hours and during their

hospital

duty

hours.

•

t-test for two sample means

Accept Ho: µDF =µLF

Level of Significance: α= 0.05

HA: µDF ≠ µLF There is a significant difference between the grades of the students during their Lecture class hours and during their

hospital

duty

hours.

16

Acceptance Region

Rejection Region

- 2.1010

0.19

+ 2.1010

Figure 4 Illustration for testing the Significant Difference between the NCM 101 and 102 Grades of the 4th year nursing students.

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 hypothesis. Acceptance of the null hypothesis means that there is no 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. See appendix B on page 25 – 26 for computation.

17

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter will discuss the outcomes of the data being gathered and the recommendations of this research study. The interpreted perceptions of the selected respondents in the questionnaires will also be presented in this chapter. Summary of Findings Based on the data gathered and the computations obtained from the statistical treatment, the following findings are: 1. 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 10 or 20%, general academic services 6 or 12% and lastly attendance which only got 1 or 2% of relative frequency. 2. 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 about hospital skills. It also showed the total average of their scale which was 193.25.

3. 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 means very good or good. Even after the researchers computed their average, the results were still very good and good. 4. 5. Conclusions The following are the formulated conclusions based on the findings above:

1. The most common academic factor used by the 4th year nursing students was Personal Study Skills. 2. Academic factors affect the RLE performance of the nursing students during their hospital duty by utilizing the factors to improved knowledge and concepts about hospital skills and improved their hospital rating

18

3. The results of the RLE performance grade of the 4th year nursing students were all passed.

4. There was no significant relationship between the academic factors and the RLE performance of the 4th year nursing students. 5. There was no 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. Recommendations In regards to the presented conclusions, the following recommendations are: 1. Advising the students to recognize also the other academic factors aside from the personal study skill. This will give them the chance to choose among the factors that will best suit their type of studying. 2. Students are aware on what the academic factors can do to their performance. 3. The students should maintain and keep up a good performance in their hospital duties. 4. Students should strengthen more the used of academic factors. Though majority of them believe that those factors has a good effect on their performance, they should utilize it seriously during their study

5. This only suggests that before having a hospital duty, students must first attended their theoretical lecture first. Because lectures will give them knowledge and background about the things they should do in their duties.

19

BIBLIOGRAPHY BOOKS

UNPUBLISHED MATERIALS Sagundina, Rosal Quiba, The Relationship Between Intellective and Selected Non-Intellective Factors and the Didactic and RLE Performance of BSN II Students of the Delos Santos for the School year 1987-1988. MAGAZINES/JOURNAL/INTERNET Factors that affect Academic Performance among Pharmacy Students: Academic Problems:http://www.CampusBlues.com

The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report.html.http://www.

20

APPENDIX A Computed A Relative frequency rf = 22 x 100% = 44 % 50 rf = 10 x 100% = 20 % 50 rf = 11 x 100% = 22 % 50 rf = 1 x 100% = 2 % 50 rf = 6 x 100% = 12 % 50 Computation B Pearson r Pearson r = ___________n Σxy – (Σx)(Σy)_____ [ n Σx² - (Σx)²] [ n Σy² - (Σy)²] r = ______50 (437.3825) – (193.25) (113.11)___________ [ 50 (800.3125) – (193.25)²] [ 50 (257.0971) – (113.11)² r = ______10.6175____ [2,670.0625] [60.9829] r =___10.6175_____ 162, 828.1544 r = 10.6175 403.5197076

21

r = 0.03 t=r

n–2 1 - r²

t= 0.03

50 – 2 1 - (0.03)²

t= 0.03

__48___ 0.0996

t= 0.03 √48.01920768 = 0.207887678 t= 0.21

22

APPENDIX B Table 5.1 Significant Differences of Duties First before Lecture.

Student

NCM 101

NCM 102

Average

Interpretation

1

2.25

1.75

2

Very Good

2

1.75

2.25

2

Very Good

3

2

2.25

2.13

Very Good

4

2.25

2.25

2.25

Good

5

2.50

1.75

2.13

Very Good

6

2.50

2.00

2.25

Good

7

2.25

1.75

2

Very Good

8

1.75

2.25

2

Very Good

9

2.25

2.50

2.38

Good

10

2.25

2.50

2.38

Good

11

2.50

2.50

2.50

Good

12

2.25

1.75

2

Very Good

13

2.25

2.00

2.13

Very Good

14

2.25

2.00

2.13

Very Good

15

2.25

2.25

2.25

Good

16

2.25

2.25

2.25

Good

17

2.50

2.25

2.38

Good

18

2.25

2.50

2.38

Good

19

2.50

2.75

2.38

Good

TOTAL

42.75

41.5

41.92

Good

This table showed the grades of the RLE performance grade in NCM 101 and 102 of the 4th year nursing students who had their duties first before attending their lectures. It also showed the average and the (x- )² of each grade in the NCM’s.

23

Table 5.2 Significant Difference of Lecture first before Duty.

Student

NCM 101

NCM 102

Average

Interpretation

1

2.25

2.50

2.38

Good

2

2.75

2.50

2.63

Good

3

2.25

2.50

2.38

Good

4

2.25

2.50

2.38

Good

5

2.00

2.00

2

Very Good

6

2.25

2.50

2.38

Good

7

2.50

2.50

2.50

Good

8

2.50

2.25

2.38

Good

9

2.25

2.50

2.38

Good

10

2.25

2.00

2.13

Very Good

11

2.25

1.75

2

Very Good

12

2.25

2.50

2.38

Good

13

2.50

2.25

2.38

Good

14

2.25

2.00

2.13

Very Good

15

2.50

2.00

2.25

Good

16

2.25

2.00

2.13

Very Good

17

2.25

2.25

2.25

Good

18

2.25

2.25

2.25

Good

19

2.00

2.25

2.13

Very Good

20

2.25

2.00

2.13

Very Good

21

2.50

2.50

2.50

Good

22

2.25

2.50

2.38

Good

23

2.25

2.25

2.25

Good

24

2.25

2.25

2.25

Good

25

2.25

2.25

2.25

Good

26

2.50

2.50

2.50

Good

27

2.50

2.00

2.25

Good

28

2.00

2.50

2.25

Good

29

2.75

2.00

2.36

Good

30

2.50

2.00

2.25

Good

31

2.25

2.50

2.38

Good

24

TOTAL 72 70.25 71.19 This table showed the grades of the RLE performance grade in NCM 101 and 102 of the 4th year nursing students who had their lectures first before having their hospital duties. It also showed the average and the (x- )² of each grade in the NCM’s.

Computation C A. Standard Deviation Computation: Duties before Lecture GIVEN: gen. average = 2.21 Standard deviation =

0.4811

= 0.1635

18 B. Standard Deviation computation: Lecture before Duty GIVEN: gen. average = 2.30 Standard deviation =

0.6435

= 0.02145

30

t=

1-

2

S1² + S2² n1

n2

df= smaller between n1-1 and n2-1 = 19-1 = 18

C.V. = ±2.1010

25

GIVEN: = 2.21

nDF= 19

SDF = 0.1635

= 2.30

nLF= 31

SLF = 0.02145

DF LF

t=

-

DF

LF

SDF² + SLF² nDF nLF = ___2.21 – 2.30____ (0.1635)² + (0.02145)² 19 31 = ______- 0.09_______ 0.0014 + 0.0000148 = __ - 0.09___ 0.037706797 t=

0.19

26

APPENDIX C Table 6 Interpretation of Coefficient of Correlation r ±1

Interpretation Perfect Relationship

± 0.91 - ± 0.99

Very High Relationship

± 0.71 - ± 0.09

High Relationship

± 0.41 - ± 0.70

Marked or Moderate Relationship

± 0.21 - ± 0.40

Low or Light Relationship

± 0.01 - ± 0.20

Negligible Relationship

±0

No Relationship

27

APPENDIX D

OUR LADY OF FATIMA UNIVERSITY # 1 Esperanza Street Hilltop Mansion Heights Lagro, Quezon City

____________________ Mrs. Romela Cruz Instructor, Nursing Research English Department—OLFU Madam: This is to submit herewith the list of proposed research titles of Group 3, BSN 3C1-4, Saturday / 4:30 pm – 7:30 pm for your favorable consideration and approval. *1. Academic Factors Affecting the RLE Performance of the Selected 4 th Year Nursing Students in Our Lady of Fatima University. 2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s Eagerness’ to Study in Our Lady of Fatima University. 3. Cognitive Aspects in the Learning Skills of 3rd year Nursing Students Before and After their Hospital Duties in Relation to Sleep Duration. 4. Psychological Effects of having a Special Child to a Family as Perceived by the Parent in Selected Schools in Quezon City. 5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students at Our Lady of Fatima University in Quezon City. Very truly yours,

MARY ANNE R. SAMSON Leader: Group 3

28

APPENDIX E

OUR LADY OF FATIMA UNIVERSITY # 1 Esperanza Street Hilltop Mansion Heights Lagro, Quezon City ____________________ Mrs. Theresa Domingo Coordinator—Math Department OLFU—Quezon City Madam: I have the honor to request your good self to be the statistician of our group (3C1-4 Nursing Research 4:30-7:30 pm, 1st semester, school year 2008-2009) In this connection, may I submit the following proposed titles for your favorable consideration and approval: *1. Academic Factors Affecting the RLE Performance of the Selected 4 th Year Nursing Students in Our Lady of Fatima University. 2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s Eagerness’ to Study in Our Lady of Fatima University. 3. Cognitive Aspects in the Learning Skills of 3rd year Nursing Students Before and After their Hospital Duties in Relation to Sleep Duration. 4. Psychological Effects of having a Special Child to a Family as Perceived by the Parent in Selected Schools in Quezon City. 5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students at Our Lady of Fatima University in Quezon City.

Very truly yours,

MARY ANNE R. SAMSON Leader: Group 3

Noted:

MRS. ROMELA CRUZ Instructor, Nursing Research

29

APPENDIX F

OUR LADY OF FATIMA UNIVERSITY #1 Esperanza St., Hilltop Mansion Heights Lagro, Quezon City

______________________ Nelia R. Capulong, RN MAN Dean, College of Nursing OLFU- Regalado Ave. Fairview QC Madam, This is to submit herewith the list of proposed research titles (3 rd Group, BSN 3C1-4, Saturday 4:30 pm – 7:30 pm) for your favorable consideration and approval. *1. Academic Factors Affecting the RLE Performance of the Selected 4 th Year Nursing Students in Our Lady of Fatima University.

Very Truly Yours, MARY ANNE R. SAMSON Leader: Group 3

Noted: Mrs. Nelia R. Capulong, RN MAN Dean, College of Nursing

30

APPENDIX G

OUR LADY OF FATIMA UNIVERSITY # 1 Esperanza Street Hilltop Mansion Heights Lagro, Quezon City ________________________ Ramonita A. Salazar Dean, College of Arts & Science OLFU- Lagro, Fairview QC Madam, This is to submit herewith the list of proposed research titles (3 rd Group, BSN 3C1-4, Saturday 4:30 pm – 7:30 pm) for your favorable consideration and approval. *1. Academic Factors Affecting the RLE Performance of the Selected 4 th Year Nursing Students in Our Lady of Fatima University. 2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s Eagerness’ to Study in Our Lady of Fatima University. 3. Cognitive Aspects in the Learning Skills of 3rd year Nursing Students Before and After their Hospital Duties in Relation to Sleep Duration. 4. Psychological Effects of having a Special Child to a Family as Perceived by the Parent in Selected Schools in Quezon City. 5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students at Our Lady of Fatima University in Quezon City. Very Truly Yours, SAMSON, MARY ANNE R. Leader, Group 3 Noted: Ramonita A. Salazar Ed. D Dean, College of Arts & Science

31

APPENDIX H OUR LADY OF FATIMA UNIVERSITY Lagro, Quezon City September 23, 2008 Dear Respondents; We are presently conducting a study on “Academic Factors affecting the RLE Performance of the Selected 4th Year Nursing Students in Our Lady of Fatima University”. This questionnaire serves as an instrument to complete this research study. In this regard, the researchers are earnestly requesting your participation to answer the attached questionnaire. Your answer will be highly appreciated by the researchers. Tank you for the time and effort you lend. May our God bless you! Sincerely Yours, The Researchers QUESTIONNAIRE: Name: _____________________________

Section: __________

Gender: _________

__ I have attended lecture first before having my hospital duty __ I had my hospital duties before having theoretical lecture  Put a check on the circle that corresponds to your answer. 2. which of the following academic factors greatly influence your performance in you’re hospital duty Personal study skills Study hours Class schedule Attendance A B C D  For numbers 2 – 5 kindly refer to the following scale: 5 – Strongly agree

4 – Agree

3 – Moderately agree

General academic services E

2 – Disagree

1 – Strongly disagree 1

2

3

4

5 2. Utilizing this academic factor improved your knowledge and concepts about hospital skills.

()

()

()

()

()

3. Utilizing this academic factor improved your

()

()

()

()

()

()

()

()

()

()

hospital performance rating.

4. Attending lectures is a pre-requisite to actual hospital duties.

5. The performance rating of students who attended

()

()

()

()

()

32

lecture sessions before having their RLE is better than those who had their duty before attending lecture hours. CURRICULUM VITAE I. Personal Data: NAME

: Samson, Mary Ann Ramos

DATE OF BIRTH

: November 11, 1989

PLACE OF BIRTH

: Mandaluyong City

ADDRESS

: Block 29 Lot 14 Phase 3 Dela Costa Homes II Novaliches Caloocan City

II. Educational Attainment: COLLEGE SECONDARY

: Bachelor of Science in Nursing Our Lady of Fatima University – Lagro, Quezon City : Saint Anthony Nova School Mangga St. Amparo, Novaliches Caloocan City – 2006

ELEMENTARY : Saint Anthony Nova School Mangga St. Amparo, Novaliches Caloocan City – 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: VASCULAR DISORDERS Theme: “Compare the Various Diseases of the Vessels” SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 14, 2008 HALAMANG GAMOT Theme: “Araw – araw Kalusugan ay PAGYAMANIN SITIO KISLAP ating “BUHAYIN Sitio Kislap Court March 3, 2008

33

I. Personal Data: NAME

: Abubo, Michelle T.

DATE OF BIRTH

: May 24, 1982

PLACE OF BIRTH

: Quezon, City

ADDRESS

: Block 4 Lot 4 Amlac Ville Payatas B.

II. Educational Attainment: GRADUATE

: National College of Business and Arts- 2003

COLLEGE SECONDARY

: Bachelor of Science in Nursing Our Lady of Fatima University – Lagro, Quezon City : Lagro High School (Payatas Annex) Payatas, Quezon City – 1998

ELEMENTARY : Saint Vincent Rolling Hills School Quezon City- 1995

III. Civil Service Eligibility:N/A IV. Work Experience: SM Department Store – Fairview Cashier – October – March 2004 Faculty, Holy Spirit of Mount Carmel June – March 2005 SM Supermarket – Fairview Cashier – November – April 2006 Social Service Development Department – Quezon City Hall Clerk – September – May 2007

34

V. Seminars Attended: BLOBAL CAMPAIGN AGAINST TERRORISM FOR POLITICAL, SOCIAL AND ECONOMIC DEVEPOLMENT Mini Theater Building – NCBA September 25, 2002

SYMPOSIUM Theme: “Speak Your Mind” Mini Theater – National College of Business Administration February 27, 2002

KNOWLEDGE POWER AGAINSTS CANCER SEMINAR SJB 505 – Our Lady of Fatima University, Lagro Quezon City April 23, 2008

35

I. Personal Data: NAME

: Enorme, Jerrie Misthy Narca

DATE OF BIRTH

: May 20, 1990

PLACE OF BIRTH

: Makati City

ADDRESS

: # 48 Caridad St. Hilltop Mansion Heights Lagro, Quezon City

II. Educational Attainment: COLLEGE SECONDARY

: Bachelor of Science in Nursing Our Lady of Fatima University : Don Antonio De Zuzuarregui Sr. Memorial Academy Antipolo – 2006

ELEMENTARY : Francisco Benitez Elementary School Makati, Metro Manila – (1996 – 1999) Bagong Nayon II Elementary School Antipolo City – (1999 – 2002) III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: CARDIAC DISEASES SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 7, 2008

HALAMANG GAMOT Theme: “Araw – araw Kalusugan ay PAGYAMANIN SITIO KISLAP ating “BUHAYIN Sitio Kislap Court March 3, 2008

36

I. Personal Data: NAME

: Jaum, Mark Vincent S.

DATE OF BIRTH

: November 28, 2008

PLACE OF BIRTH

: Fort Bonifacio, Taguig City

ADDRESS

: Block 93 Lot 33 Adela St. Brgy. Rizal, Makati City

II. Educational Attainment: COLLEGE

: Bachelor of Science in Nursing Our Lady of Fatima University

SECONDARY

: Pateros National High School Pateros – 2006

ELEMENTARY : Camiling Central Elementary School Camiling, Tarlac - 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: TUBERCULOSIS Our Lady of Fatima University – Lagro, Quezon City January 31, 2008 Heart Diseases: MID,CAD

37

OLFU-Lagro, QC Jan. 10, 2008

I. Personal Data: NAME

: Mabeza, Lorelyn Sta. Maria

DATE OF BIRTH

: April 05, 1990

PLACE OF BIRTH

: Ipo Dam Norzagaray, Bulacan

ADDRESS

: # 0162 Manggahan St. Bigte Norzagaray, Bulacan

II. Educational Attainment: COLLEGE

: Bachelor of Science in nursing Our Lady of Fatima University

SECONDARY

: Curvada Minuyan High School Norzagaray, Bulacan - 2006

ELEMENTARY : Timoteo Poliarpio Memorial Elementary School Norzagaray, Bulacan - 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: Tuberculosis Our Lady of Fatima University Jan. 31, 2008

38

I. Personal Data: NAME

: Rocero, Darwin Carmelo

DATE OF BIRTH

: July 16, 1989

PLACE OF BIRTH

: Sapang Palay Emergency Hospital

ADDRESS

: Block 43 Lot 3 SJDM Bulacan

II. Educational Attainment: COLLEGE

: Bachelor of Science in Nursing Our Lady of Fatima University

SECONDARY

: Colegio De San Gabriel Arcangel Area E Fatima SJDM, Bulacan – 2006

ELEMENTARY : Colegio De San Gabriel Arcangel Area E Fatima SJDM, Bulacan – 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: VASCULAR DISORDERS

39

Theme: “Compare the Various Diseases of the Vessels” SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 14, 2008

I. Personal Data: NAME

: Salinas, Divine Grace G.

DATE OF BIRTH

: February 16, 1986

PLACE OF BIRTH

: Manila

ADDRESS

: Block 1 Lot 18 Palosapis St. Amparo Subdivision, Caloocan

City II. Educational Attainment: COLLEGE

: Bachelor of Science in Nursing Our Lady of Fatima University

SECONDARY

: Saint Anthony Nova School Mangga St. Amparo, Novaliches Caloocan City – 2003

ELEMENTARY : Amparo Subdivision Caloocan City 1999 III. Civil Service Eligibility: IV. Work Experience: V. Seminars Attended:

40

Tuberculosis Our Lady of Fatima University Jan. 31, 2008 I. Personal Data: NAME

: Soliven, Phoebe Anne Nipal

DATE OF BIRTH

: October 7, 1990

PLACE OF BIRTH

:

ADDRESS

: Block 6 Lot 25 Valencia St. Pamahay Homes Novaliches Quezon City

II. Educational Attainment: COLLEGE

: Bachelor of Science in Nursing Our Lady of Fatima University

SECONDARY

:

ELEMENTARY : III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: PNUEMONIA and TUBERCULOSIS SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 21, 2008 HALAMANG GAMOT

41

Theme: “Araw – araw Kalusugan ay PAGYAMANIN SITIO KISLAP ating “BUHAYIN Sitio Kislap Court March 3, 2008

I. Personal Data: NAME

: Tumolva, Raiza Loise Cabrera

DATE OF BIRTH

: October 6, 1989

PLACE OF BIRTH

: Tumauini, Isabela

ADDRESS

: 106 – E Ilang – Ilang St. Interior Batasan Hills, Quezon City

II. Educational Attainment: COLLEGE SECONDARY

: Bachelor of Science in Nursing Our Lady of Fatima University : Regional Science High School Tumauini, Isabela – 2006

ELEMENTARY : Tumauini North Central School Tumauini, Isabela – 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended: CARDIAC DISEASES SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 7, 2008

HALAMANG GAMOT Theme: “Araw – araw Kalusugan ay PAGYAMANIN SITIO KISLAP ating “BUHAYIN Sitio Kislap Court March 3, 2008

42

I. Personal Data: NAME

: Villahermosa, Maria Sarah Czarina Roman

DATE OF BIRTH

: February 21, 1990

PLACE OF BIRTH City

: San Lorenzo Hospital Novaliches, Quezon

ADDRESS

: Lot 4 Block 101 Pangarap Village 2 Caloocan City

II. Educational Attainment: COLLEGE SECONDARY

: Bachelor of Science in Nursing Our Lady of Fatima University : Saint Anthony Nova School 2003 – 2006 Our Lady of the Holy Rosary 2002 – 2003

ELEMENTARY : Our Lady of the Holy Rosary Academy 2002 III. Civil Service Eligibility: N/A IV. Work Experience: N/A V. Seminars Attended:

LUNG, PROSTATE, BREAST CANCER Theme: “Say no to Cancer, Yes to Healthy Lifestyle” SJB 603, Our Lady of Fatima University – Lagro, Quezon City January 28, 2008

43

HALAMANG GAMOT Theme: “Araw – araw Kalusugan ay PAGYAMANIN SITIO KISLAP ating “BUHAYIN Sitio Kislap Court March 3, 2008

44