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Ventura, Michelle A. |
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Cognitive and non-cognitive factors associated with academic performance of Pamantasan ng Lungsod ng Maynila- College of Arts and Sciences students taking Science subjects / |
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Michelle A. Ventura. |
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xvi, 75 pages |
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Thesis (M.A.)-- Pamantasan ng Lungsod ng Maynila, 2001.;A thesis presented to the faculty of the Graduate School of Arts, Sciences, Education and Nursing in partial fulfillment of the requirements for the degree Master of Education in Biological Science. |
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ABSTRACT: STATEMENT OF THE PROBLEM: 1. What is the distribution of the student respondents based on: a. High School General Weighted Average b. Entrance Examination c. High School Science Grade 2. What is the profile of the student-respondents based on: a. sex b. socio-economic status 3. Is there a significant relationship between the academic performance of the PLM-CAS students with each of the following cognitive factors? a. High School General Weighted Average (HSGWA), b. Entrance Exam c. High School Science Grade 4. Is there a significant relationship between the academic performance of PLM-CAS students and each of the following non-cognitive factors? a. Sex and b. Socio-economic status 5. Which of the cognitive and non-cognitive factors is the best predictor of academic performance in college science subjects? RESEARCH METHODOLOGY: The study is a correlational research, which attempted to determine the relationship of cognitive (HSGWA, PLM Entrance Examination and High School Science Grades) and non-cognitive factors (sex and socio-economic status) with students' academic performance in college science subjects. High School Science Grades of the students were obtained by the researcher from the Registrar while PLM Entrance Examination scores were provided by the University Guidance Center. Questionnaire regarding sex and family income were distributed and retrieved by the researcher, College science grades were obtained from the Registrar's Office. All Bachelor of Science in Mathematics, Mass Communication and Psychology students were used as respondents in the study. CONCLUSIONS: The following conclusions are drawn on the basis of the findings: 1. The student-respondents have a very good performance in terms of HSGWA, good on the basis of their HS Science Grade, and very good performance based on their College Entrance Exam. 2. Two hundred forty nine (249) or 83% were female respondents while fifty one or 17% were male respondents. One hundred twenty two (122) out of 300 respondents or 40.67%, have family monthly income of between Php 10,001 to Php 15,000. Sixty two (62) respondents or 20.67% have more than 20,001, 17.67% or 54 students fall under Php 5001-Php20,000 and 9 respondents or 3% belongs to the Php5,000 and below range. 3. For the cognitive factors, the computed r value in HSGWA and College Entrance Exam combined is 0.49, the f-value (32.88) exceeded the f-tab value (2.60), indicating a positively moderate relationship with performance in college science subjects. 4. For the non-cognitive factors (sex and socio-economic status), both were found to be significantly correlated with academic performance. 5. Multiple regression showed that HSGWA was the greatest predictor of academic performance among the cognitive factors while sex was found to be a stronger predictor in terms of non-cognitive factors. RECOMMENDATIONS: From the results of the study, the researcher hereby recommends the following: A. FOR THE TEACHER 1. Teachers should present lessons in a more attractive way, by maximizing the use of audio-visual materials, computer-aided, so as programs to easily catch the attention and interest of students during class discussions. 2. Teachers should see to it that every effort exerted by the students are given due credit by way of fair grading so that grades and GWA could be more reliable in assessing students performance. 3. Proper and constant coordination with the Guidance Personnel should be done in order to help support better academic performance of students. B. FOR THE GUIDANCE COUNSELORS 1. Being the first to screen and examine the qualifications / credentials of the students, they should make a continuous follow up and coordinate with subject teachers in order to keep track of students' performance. 2. Guidance Counselors should create a warm and friendly atmosphere to students so that they may find this office a refuge while in school with people who are sincere and dedicated to attend to their needs especially during their crucial stage of mental and emotional development. C. FOR THE ADMINISTRATORS 1. A careful review and improvement of questions being given in the entrance examination should be done in order to accurately select the deserving student applicants. Likewise, the curriculum should regularly be improved and modified according to the needs of the students. 2. HSGWA, HS Science Grade and Entrance Exam of students should be screened well in the selection and admission of students. The appropriateness of sex and socio-economic status to the course being chosen by the students should be given considerations during the admission. D. FOR FUTURE RESEARCHERS 1. Since only students from the three courses in the College of Arts and Sciences were considered, other researchers may also conduct studies which will include all students in the college and other colleges as well. 2. Similar researches may also be conducted in other academic levels in order to assess and predict future performance of students thereby discovering other areas of learning that need to be honed and improved. |
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| 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 |