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CHAPTER I

INTRODUCTION

Background of the Study

Measuring of academic performance of students is challenging since

students performance is product of physiological, psychological, economic and

social factors. The extent of students learning in academics may be determined

by the grades that a student earns for a period of learning had been done. It is

believed that a grade is a primary factor that indicates of such learning. If a

student earns high grades it is concluded that they may also had learned a lot

while low grades indicate lesser learning. However, many experiences and

studies found out that there are also several factors that would affect the grades.

Not a single factor can be definitely pointed out as predicting grades. It had been

interplay of so many factorsgender, IQ, study habits, age, year level, parents

educational attainment, social status, number of siblings, birth order, etc. In fact,

almost all of existing environmental and personal factors are a variable of

academic performance.

Students are facing with many issues in their lives, and because of the

competing things for your attention, its hard to concentrate on studying. Studying

can seem very boring when compared to any other exciting activity. You may

even prefer doing non-sense things rather than to study your lessons. Too many

people treat studying as the thing to do when you get around to it or have some


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spare time, too many people look at studying as necessary task, not an

enjoyment or an opportunity to learn (Grohol, 2006).

Studying is important in our lives, especially to the lives of the students.

Each student as unique individual had different abilities, approaches, ways of

thinking, interests and ways of studying the lessons. These individual differences

had significant influences on ones learning style and acquisition. Each student

had different methods and ways of studying and these methods are sometimes

helpful but some are not as effective as the others (Oppapers, 2010).

One reason we often dont start studying until last possible minute is that

we had misjudged how long it will actually take as to absorb and understand the

material we are studying. If you are a student attending classes, you had

probably experienced many moments when it is hard to make yourself settled

down and study even when an important exam is coming up. Most student put off

studying until the very last minute. The night before the exam youll stay up all

night cramming, getting little or no asleep at all. In the morning youll drag

yourself out of bed and wake yourself lots of coffee and go into the exam feeling

exhausted, stressed out and nervous. Youll find it hard to focus or think and

answer the exam questions.

Nowadays, students are faced with lots of stressors such as physiologic,

psychological, social and economic status which somehow affect their academic

performance. Moreover, numerous temptations around are present which cause

them to drift away from their studies. Students play the lead role in obtaining


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good grades to acquire good education. Hence the researchers were motivated

to conduct a study on the factors affecting their academic performance.

Conceptual Framework

Independent Variable Dependent Variable

Figure 1

The Conceptual Paradigm of the Study

Figure 1 presents the factors affecting the academic performance of level

II nursing students in the different areas such as physiologic, psychologic,

economic and social factors as the independent variable and the academic

performance as the dependent variable.

Factors

Physiological

Psychological

Social

Economic

Academic Performance


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Statement of the Problem

This study focused on the factors affecting the academic performance of

level II nursing students of Universidad de Zamboanga. Specifically, it answered

the following questions:

1. What is the academic performance of the respondents?

2. What are the factors affecting the academic performance of the respondents

in terms of:

2.1) Physiological factors

2.2) Psychological factors

2.3) Social factors

2.4) Economic factors

3. What is the most common factor affecting the academic performance when

physiological, psychological, social and economic factors are considered?

Significance of the study

This study is of utmost important as this would help in determining the

most possible effective strategy that promotes improvement in the academic

performance of the students. This is specifically significant to the following:


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Students

The study provides the students full awareness on the factors affecting

their academic performance and they will know how to manage the problem after

which this will be brought to the care of their parents and the department. This

may serve as a motivation for the students to improve their academic

performance in determining ways which may help them in their studies.

Faculty

Result may help further evaluate their teaching skills and to help improve

any weakness of the students in classroom performance. Through this study,

they may identify which factor affects the student the most and at the same time

how to improve the academic performance by meeting the students needs and

concerns.

Parents

The result of this study will help them understand the needs of their

daughter/sons thus helping them improve their academic performance and

provide support based on the needs determined through the study.


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Nursing Department

The result of the study serves as a baseline information on the academic

performance of the students in the department as well as the factors specifically

affects the decline of their grades, hence, initiation of plans and programs will be

outlined to address the needs for the betterment of the department as a whole.

Scope and Limitations of the Study

This study was limited to determining the factors affecting the academic

performance of level II nursing students of Universidad de Zamboanga, who

enrolled during the first semester of the school year 2012-2013. This study

entailed review of students records, specifically their pre-mid and midterm

grades in all the major subjects to include NCM 101 ( Care of the Mother and

Child), Microbiology/ Parasitology ( lecture and laboratory), Community Health

Nursing (CHN),Basis of choosing the respondents depend whether after a

comparison made between the two terms showing a decline in the midterm

grades, hence only 21 students were considered as subjects of the study out of

38 initially chosen respondents who gave the consent to become the subjects of

the study.


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Definition of Terms

Academic Performance refers to the Pre-mid and Midterm grades of the

respondents in all their Major subjects during the 1st semester of school year

2012-2013.

Factors are the conditions affecting the respondent academic performance

classified into:

Economic Factor Refers to the financial state of the

respondents

Physiological Factor Refers to the physical condition of the

respondents.

Psychological Factor Refers to the respondents emotional and

mental state.

Social Factor Refers to the respondents interpersonal

relationship with others.

Level II Nursing Students. refers to the respondent of this study who are

currently enrolled for the school year 2012-2013 1st semester.

Universidad De Zamboanga refers to the university were the respondents are

currently enrolled.


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CHAPTER II

RESEARCH METHODOLOGY

Research methodology presents the method and procedures used in the

research. These are the research design, locale of the study, respondents of the

study, sampling design, research instrument, data gathering procedures and

statistical treatment.

Research Design

This study used the descriptive research because the study wanted to

determine the academic performance of BSN level 2. This is the most

appropriate method on inquiry about the present status and condition of

particular phenomenon. Concepts and procedures of general description,

analysis, and classifications are discussed and illustrated in considerable detail.

This method tends to cover the qualitative analysis of inquiry such as the present

investigation. Descriptive technique is to tell what exist or what is about a

certain educational phenomenon. It may likewise include a study on factors or

current conditions about the nature of the group of individuals or a class of

events which may involve induction, classification, analysis or a class of events

which may involve induction, classification, analysis, enumeration, or

measurement (Manuel, 2000).


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Locale of the study

The study was conducted at Universidad de Zamboanga, School of Allied

Medicine, specifically at the 3rd floor, Science Building, Main Campus, Don

Toribio St., Tetuan, Zamboanga City. School of Allied Medicine offers five

programs which are the Bachelor of Science in Nursing (BSN), Bachelor of

Science in Medical Technology (BSMT), Bachelor of Science in Pharmacy

(BSPh), Bachelor of Science in Respiratory Therapy (BSRT) and Bachelor of

Science in Radiologic Technology (BSRad).

Respondent of the Study

The respondents of the study were the BSN 2nd year students currently

enrolled during the first semester of the school year 2012-2013. Level 2 students

were divided into two sections: sections A and B. There were 54 students in level

2, but only 38 gave their consent to have a copy of their grades ( Please see

attached consent in Appendix ), hence only 38 respondents were involved in this

research. Out of the 38 students, only 21 students were considered official

respondents because there was a decrease in their academic performance.


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Sampling Design

Purposive sampling was utilized in this study. This type of sampling is also

called deliberate sampling where the samples are selected based on the

judgment of the researcher on who would best qualify to be the samples of the

study.

The researchers first identified the respondents based on their grades. A

comparison was made between the two term grades (Pre-mid and Mid-term) and

should there be any decline on the grades of the respondents automatically that

particular student becomes the respondent.

Data Gathering Procedure

The gathering of data started after the approval of the letter of permission

to conduct the survey from the director of School of Allied Medicine and program

chair of the nursing department.

Furthermore the researchers wrote a letter addressed to the respondents

seeking permission to have a copy of their grades noted and approved by the

research adviser and Program chair, at the same time letter of permission was

sent to the different instructors of the respondents seeking permission to obtain

the grades of the respondents. The researchers gathered the grades from the


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respective instructors after being assured that the data gathered would be

handled with utmost confidentiality.

Statistical Treatment

Researchers utilized the following statistical tools to answer the problems

in the study.

Weighted mean was used to determine the academic performance of the

respondents.

Frequency and percentage were used to determine the factors affecting

the academic performance of the respondents.

Weighted mean was used to determine the factors that affects the

academic performance of the poorly performing students.


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CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data.

Problem 1: What is the academic performance of the respondents?

Table 1

Academic Performance of the Respondents

Respondents Subjects Pre-mid Midterm Average Difference

1Micro/Para 81.5 85 -3.5

NCM 101 77 78 -1

CHN 78 80 -2

2Micro/Para 72.2 83.5 -11.3

NCM 101 70 73 -3

CHN 74 75 -1

3Micro/Para 92.3 93.5 -1.2

NCM 101 81 82 -1

CHN 82 87 -5

4

Micro/Para 78.1 78.5 -0.4

NCM 101 74 75 -1CHN 79 73 6

5Micro/Para 75 74 1

NCM 101 79 82 -3

CHN 84 88 -4

6Micro/Para 74 80 -6

NCM 101 76 77 -1

CHN 68 82 -14

7Micro/Para 80.6 80 0.6

NCM 101 80 76 4

CHN 76 86 -10

8

Micro/Para 88.4 88 -0.4

NCM 101 79 76 3CHN 74 82 -8

9Micro/Para 88.85 89.5 0.65

NCM 101 78 79 -1

CHN 77 78 -1

10Micro/Para 94.3 94.5 -0.2

NCM 101 74 83 -9

CHN 78 81 -3


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11Micro/Para 74.6 88.5 -13.9

NCM 101 73 74 -1

CHN 74 82 -8

12Micro/Para 86.15 91 -4.85

NCM 101 72 75 -3

CHN 81 81 0

13 Micro/Para 77.95 78.5 -0.55NCM 101 75 74 1

CHN 70 81 -11

14Micro/Para 90 87.3 2.7

NCM 101 75 74 1

CHN 74 74.67 -0.67

15Micro/Para 92 86.4 5.6

NCM 101 75 73 2

CHN 74 80.60 -6.6

16Micro/Para 79 83.85 -4.85

NCM 101 72 72 0

CHN 77.33 75.73 1.6

17 Micro/Para 83.5 89.1 -5.6NCM 101 71 75 -4

CHN 72.8 79.07 -6.27

18Micro/Para 83.5 83.05 0.45

NCM 101 75 75 0

CHN 73.47 80.60 -7.13

19Micro/Para 77 79.2 -2.2

NCM 101 69 73 -4

CHN 70.6 75.73 -5.13

20Micro/Para 83.5 84.1 -0.6

NCM 101 72 70 2

CHN 73.2 80.33 -7.13

21Micro/Para 79.5 84.9 -5.4

NCM 101 71 74 -3

CHN 72.67 80.67 -8

22Micro/Para 82.5 81 1.5

NCM 101 72 72 0

CHN 72.4 81.93 -9.53

23Micro/Para 89 79.33 9.67

NCM 101 77 73 4

CHN 80.33 80.27 0.06

24Micro/Para 88.2 78.88 9.32

NCM 101 76 76 0

CHN 78.57 78.13 0.44

25

Micro/Para 87 87.7 -0.7

NCM 101 78 74 4CHN 75.30 78.80 -3.5

26Micro/Para 84 83.6 0.4

NCM 101 74 73 1

CHN 75.53 80.60 -5.07

27Micro/Para 85.5 88.95 -3.45

NCM 101 76 75 1

CHN 76.67 81.87 -5.2


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Table 1 shows the academic performance of the respondents. The data

reveal that out of the 38 respondents, only 21 students have a decrease from

their pre-mid grades to mid-term grades. Researchers identifies that only few of

them has shown a difference in their Pre-mid and Midterm grades. The highest

average difference score seen in Table 1 is 6.

28Micro/Para 83.5 88.1 -4.6

NCM 101 69 74 -5

CHN 81.27 77.67 3.6

29Micro/Para 87.5 86.9 0.6

NCM 101 75 74 1

CHN 75 82.53 -7.53


NCM 101 69 74 -5

CHN 72 73 -1

31Micro/Para 77 76 1

NCM 101 80 78 2

CHN 70.93 79.33 -8.4

32Micro/Para 73 84.85 -11.85

NCM 101 70 76 -6

CHN 82.47 79.27 3.2

33Micro/Para 95.5 89.55 5.95

NCM 101 75 83 -8

CHN 80.2 84.0 -3.8


NCM 101 76 73 3

CHN 77.57 77.33 0.24

35Micro/Para 82.5 82.75 -0.25

NCM 101 75 72 3

CHN 79.73 81.33 -1.6

36Micro/Para 87.5 82.6 4.9

NCM 101 81 75 6

CHN 77.33 80.47 -3.14

37Micro/Para 76 82.7 -6.7

NCM 101 72 73 -1

CHN 67.6 80.47 -12.87

38Micro/Para 81 87.4 -6.4NCM 101 75 72 3

CHN 74.47 79.80 -5.33


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Problem 2: What are the factors affecting the Academic Performance of the

respondents in terms of:

a) Physiological factors

b) Psychological factors

c) Social factors

d) Economic factors

Table 2

Factors Affecting Academic Performance

Physiological TR %1. I usually skip meals in the morning due to lack of time

preparing for my first period of class.15 21 71%

2. I am having difficulty remembering the lessons justconducted.

6 21 28%

3. I usually have difficulty sleeping at night, which makes mefeel sleepy in my classes.

10 21 48%

4. I am having difficulty eating balance diet; it is easy toprepare instant foods during meal time.

9 21 43%

5. I often get sick once or twice a month. 10 21 48%

TOTAL SCORE 50Psychological1. I dont feel well whenever we have quizzes, graded

recitations, or major exams.5 21 24%

2. I am hesitant to raise my hands during recitation or classdiscussion even if I know the answer.

3 21 14%

3. I always feel bad whenever I get a low grade. 10 21 48%

4. I feel less motivated throughout the semester if during thestart of the semester I dont perform well.

9 21 43%

5. I feel ashamed every time I answer incorrectly, whichtriggers my being passive in class,

9 21 43%

TOTAL SCORE 50

Social1. My parents have high expectation of me to do well in

school.8 21 38%

2. I feel that I dont belong with my classmates, I prefer to bealone than study with them.

8 21 38%

3. I am easily influenced by my friends to skip classes or playcomputer games.

5 21 24%

4. I spent more time in face book, twitter, and other socialnetworking sites especially with my friends around.

2 21 9%

5. My relationship with opposite sex eat much of my time 0 21 0%


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Legend:

TR = Total Respondents

f = frequency

% = percentage

Table 2 shows the different factors affecting the academic performance of

the BSN Level II Nursing Students as classified according to Physiological,

Psychological, Social and Economic factors.

For Physiological factors there are fifteen students who said that, skipping

meals in the morning due to lack of time preparing for my first period of class.

There are ten students who have difficulty sleeping at night, which makes me feel

sleepy in my classes.

Ten students who get sick once or twice a month. Nine students who have

difficulty eating balance diet; it is easy to prepare instant foods during meal time

and six students who have difficulty remembering the lessons just conducted.

studying and doing other school work.

TOTAL SCORE 23Economic1. I am having difficulty concentrating on my studies due to

delays in my tuition fee and allowance.7 21 33%

2. I feel ashamed to always ask for promissory note from theDirector or Program chair during exams which distort myconcentration during exam day.

6 21 28%

3. I spent most of my time thinking where to get money formy tuition fee or daily expenses when I am short of mybudget.

10 21 48%

4. It bothers me every time I fall to give my contributionduring group activities.

12 21 57%

5. I am affected whenever my parents/relatives who send meto school expresses their hardship in looking for funds formy daily requirements.

14 21 67%

TOTAL SCORE 49


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Nowadays, most of the students stay in boarding house rather than

staying in their houses because of the distance from the school. They find it very

hard to prepare sometimes their breakfast due to hectic schedule and an early

class in the morning.

For Psychological factors, there are ten students who always feel bad

whenever I get a low grade. Nine students who feel less motivated throughout

the semester if during the start of the semester they dont perform well. Nine

students who feel ashamed every time they answer incorrectly, which trigger

them to be passive in class and Five students who dont feel well whenever we

have quizzes, graded recitations, or major exams.

Students usually feels depressed and becomes less motivated after

getting a very low grade in class that might make them think that they dont have

a chance to improve their academic performance.

For Social factors, there are eight students who have high expectation to

do well in school. Eight students who feel that they dont belong to their

classmates; they prefer to be alone than study with them. Five students who are

easily influenced by their friends to skip classes or play computer games. Two

students who spent more time in face book, twitter, and other social networking

sites especially with my friends around and none who have relationship with

opposite sex that eat much of the time studying and doing other school work.

Most of the students work really hard to improve their academic

performance because of a very high expectation of their parents. This is also one

of the reasons that they fail in class because they push themselves too much that


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they forgot their physical needs and students usually cant focus on studying

when their friends are around and with that they tend to be alone.

For Economic factors, there are fourteen students who are affected

whenever their parents/relatives who send them to school express their hardship

in looking for funds for my daily requirements. Twelve students who feel bothered

every time they fail to give their contribution during group activities. Ten students

who spent most of their time thinking where to get money for tuition fee or daily

expenses when they are short of budget. Seven students who have difficulty

concentrating on their studies due to delays in my tuition fee and allowance. Six

students who feel ashamed to always ask for promissory note from the director

or program chair during exams which distort my concentration during exam day.

Students are affected by the hardship they see from their parents which

concerns them a lot that they cannot concentrate on their studies.


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Problem 3.What is the most common factor affecting academic performance

when physiological, psychological, social and economic factors are considered?

Table 3

Most Common Factor Affecting Academic Performance whenPhysiological, Psychological, Social and Economic factors are considered

FACTORS FREQUENCY/TOTAL

SCORE ( )

PERCENTAGE

(%)

PHYSIOLOGIC 50 29%

PSYCHOLOGIC 50 29%

SOCIAL 23 14%

ECONOMIC 49 28%

OVERALL SCORE 172 100%

Table 3 shows that among the factors affecting the academic

performance. The data show that 50 respondents (29%) considered physiologic

and 50 (29%) considered psychologic the most common factors affecting the

students academic performance. This is followed by economic, 49 or 28% and

the least is social, 23 or 14 %.


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Score (frequency) of Factors Affecting Poorly Performing Students

Physiological Psychological Social Financial

Score 50 50 23 49

Figure 2

Figure 2 shows the scores of the factors affecting the academic

performance of the respondents. Based on the frequency, it has been found out

that physiological and psychological factors have affected the academic

performance of these poorly performing students. As seen in the graph, financial

factor could be a possible major factor in the future. Social factor is seen as a

lesser factor in their academic performance.

Score (Frequency) of Factors Affecting Poorly Performing

Students

50 50

23

49

0

10

20

30

40

50

60


Factors

Scores

Score


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Mean of Scores of the Factors Affecting Poorly Performing Students


Mean 2.38 2.38 1.10 2.33

Figure 3

Figure 3 shows the mean of the scores of the factors affecting the

academic performance of the respondents, where in physiologic and psychologic

are the most common factors that affects their academic performance.

Mean of Scores of the Factors Affecting Poorly Performing

Students

2.38 2.38

1.10

2.33

0.00

0.50

1.00

1.50

2.00

2.50


Factors

Mean

Mean


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CHAPTER IV

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, conclusions and recommendations of

the study.

Summary of the Findings

Out of 38 students who had signed the consent form, 21 respondents had

a decrease in their mid-grades. The researchers identified the common factors

which are physiological, psychological, social and economic factors. The result

shows that both physiologic and psychologic are the common factors that affect

the academic performance of the students although Economic factor is a

possible major factor in the future because the overall score difference is very

close to the major factors.


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Conclusions

The result stated that the common factors are physiologic and psychologic

factors. although economic factor is a possible major factor to the students in the

future because the result difference is very close to the major factors.

Nowadays, students are using new technologies when studying. Some

students might get addicted to the so called internet surfing where they might

forget their usual daily activities such as eating on time or exercising. Because of

this, this may affect their academic performance. Students might takes exams or

quizzes with their stomach empty or forgets to take lunch because of the class

schedule.

Having a health problem may also affect their psychological status

wherein they ought to get low grades because of not feeling well while in class or

lectures.


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Recommendation

With these findings and conclusion made, the following recommendations are

presented:

1. Students should not be satisfied with their present academic performance but

they should strive harder and improve in terms of grades and passing

percentage in the future.

2. Teachers should encourage students who are not excelling in their subject.

3. Parents should understand and support the needs of theirdaughter/sons in

their studies. They should monitor their childrens classroom performance.

4. The Department of Nursing should outline a program on how to improve the

academic performance of BSN students specifically to involve classroom

instructors teaching professional subjects.

5. Lastly, future researchers should help their fellow students who find difficulty

in their academic performance.


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Bibliography

Electronics Materials

Grohol, J. (2012). 10 Highly Effective Study Habits. Psych Central. Retrieved on

October 19, 2012, from http://psychcentral.com/lib/2006/top-10-most-effective-

study-habits/

(Oppapers, 2010). Academic Performance Related To Study Habits Essays and

Term Papers.

http://www.termpaperwarehouse.com/essay-on/Study-Habits/95114

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