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Productivity environmental preferences as correlates of socio-demographic variables / |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, Intramuros, Manila, 2002.;A thesis presented to the faculty of Graduate School of Arts, Sciences, Education, and Nursing, Pamantasan ng Lungsod ng Maynila in partial fulfillment of the requirements for the degree of Master of Arts in Nursing. |
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ABSTRACT. Statement of the Problem: This study aims to determine the relationship between productivity environmental preferences and socio-demographic variables among Chinese General Hospital College of Nursing students. Specifically, it would answer the following questions: 1. What is the socio-demogrpahic profile of the respondents as to: 1.1 academic load 1.2 age 1.3 choice of course 1.4 grade point average, and 1.5 socio-economic status (SES)? 2. What are the productivity environmental preferences among the Chinese General Hospital College of Nursing students when grouped according to five strands / dimensions namely: 2.1 emotional 2.2 environmental 2.3 physiological 2.4 psychological (cognitive), and 2.5 sociological? 3. What is the composite productivity environmental preferences among the Chinese General Hospital College of Nursing students when grouped according to twenty elements of the Dunn and Dunn Learning Style Model? 4. Is there a significant relationship between the productivity environmental preferences and the socio-demographic variables? Methodology: This study utilized a descriptive correlational research design with stratified random sampling assignment. There were one hundred forty three students enrolled during the second semester of school year 2001-2002 who were taken as sample population. The respondents were subjected to answer a two part questionnaire with Part 1 containing the socio-demographic profile and Part2 containing the one hundred item questionnaire adopted from Dr. Gary Price known as Productivity Preferences Survey (PEPS). Statistical Treatment: To answer problem 1 frequency (f) and percentage (P) were utilized. This would determine distribution of the nursing students according to socio-demographic variables. For the variable grade point average mean and standard deviation were also used to determine the average performance of the respondents. For problem 2, the means of the standard scores for each element was also utilized to determine which of the elements in each dimension / significant among the respondents. The composite productivity environmental preferences among the respondents was established using the Productivity Style Report on which the aquare test was used to determine relationship between socio-demographic profile, classified as nominal data, and productivity environmental preferences. However, for the grade point average which is classified as interval data, a Pearson's Product Moment Correlation Coefficient was used. Summary and Findings: The following were the results from this study: 1. The majority of the students in Chinese General Hospital College of Nursing during second semester of school year 2001-2001 were irregular with ages falling between 16-19 years old. Academically, most of them fall between adequate to good standing with a grade point average of 2.00-3.00. Also, most of the respondents belong to a family with a monthly income of more than Php 22,000. 2. The greater number of students prefers learning auditorily under the direct supervision of an authority or supervisor. They would appreciate if provided with feedback, praises, and rewards during the completion of the assigned tasks. Most of them would benefit from a set of well-structured learning activities outlining the objectives and corresponding responsibilities including the time allotted to accomplish each task. 3. The majority of students also showed an inclination towards kinesthetic and tactile learning. Learning activities requiring some movement, manipulation, and experimentation would also be of interest to the. Also, they would be productive when given tasks to work alone or with peer scheduled during the late morning, afternoon, or evening. They would further appreciate if provided with a brighter illumination and a cooler working environment. 4. The students demonstrated preferences attributed to both globals and analytics. The preferences for a brighter lighting is exhibited by analytics while the inclination toward learning in the late morning, afternoon, and evening is characteristic demonstrated by globals. 5. In summary, the group's productivity style report reveals that the students have low preference for the element of responsible and have established high preferences toward the elements of structure, authority figure present, and auditory. 6. The hypothesis has been rejected at .05 level of significance between the elemnts of temperature and motivation and academic load however, the hypothesis is accepted between the element of design and age. Conclusions: The research study was able to determine that the majority of the CGHCN students enrolled during the second-semester of school year 2001-2002 was academically categorized as irregular belonging within the age range of 16-19 years old. Also, most of the students belong to a family with a monthly income of more than Php 22,000. Predominantly, the students have a grade point average ranging between 2.00- 3.00 which is a performance standing considered to be adequate to good. This profile may be related to the fact that most of them chose nursing as their second choice of course. It was clear from the findings that the productivity environmental preferences among the respondents were generally similar to the results of previously cited studies among students belonging to the same age group with the same grade point average. Henceforth, it is essential for teachers to consider these preferences so as to positively influence academic performance among the students. It is also evident from the findings that the majority of the students did not consider nursing as their first choice of course. Therefore, teachers are challenged to ascertain ways on how to make the classroom environment stimulating enough for the students to continue to pursue for an acceptable performance despite this reality. Moreover, it is likewise important to take into account the results of the study when planning, structuring, and implementing academic and related learning activities of the students in terms of resources, time element, presentation of subject matter, among others. Vital also to these considerations would be to include modifying the design and the temperature of the learning environment as those were found to be significantly related with the characteristics of the respondents in relation with the variables of age and academic load respectively. Furthermore, as the nursing profession is a teaching profession in itself, the findings may help in encouraging teachers to include the productivity environmental preference concept when designing course content of certain related subjects. Recommendations: The following recommendations are made: 1. Productivity Environmental Preferences among students can be utilized as basis for planning, structuring, designing, and implementing classroom and clinical instruction as it may help to improve academic achievement among the students. 2. Productivity Environmental Preferences among students can be an integral component of orientation as the teacher is given an opportunity to discover the learning activities that would benefit the majority and, for the students to ascertain the things that would make them productive academically. 3. Teachers are encouraged to utilize learning tools and strategies like audiovisual presentation, games, group dynamics, projects, and other activities requiring some form of mobility, peer / group interactions, and use of the sense of hearing. 4. The major courses/subjects can be scheduled in the afternoon as to maximize the time when the students are inclined to become more productive. 5. Teachers are advised to design learning activities that may require their direct supervision for majority of the students benefit fro their presence. Also, they are encouraged to include outlining the objectives of every activity with a step-by-steep procedure on how to carry it out incorporating the time allotted in accomplishing the tasks on hand. 6. The head of the academic affairs is encouraged to review the existing learning resources available so as to propose for any modifications or introduce changes to fit the needs of the majority of the students. |
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Related to this is to ensure that there is congruence of the teaching strategies and tools being utilized by the faculty with that of the characteristics of the students. 7. The school administration is directed toward allotting logistic support for continuing education program for teachers to be able to carry out learning based instruction that focuses on the preferences of the students utilizing the learning style model. This would thereby assist them in realigning the available learning resources to the preferences of the students with the goal of improving academic performance. 8. the findings of this study can be utilized to work on determining the effect of modifying the learning environment of the students to their academic performance with reference to the elements of temperature, motivation, and design. 9. The PEPS (Productivity Environmental Preferences Survey) could be administered also to teachers so as to determine their preferences vis a vis the preferences among their students. Consequently, assist in planning and designing learning activities that would be of advantage for both groups. 10. The concept of productivity environmental preferences can be incorporated into the course, Strategies of Health Education with emphasis on the importance of determining preferences of clients in planning, designing, and implementing patient education programs. |
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| Record control number |
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| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |