The Problem and Its Background

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).

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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
Affects their performance during
Most common academic their clinical duty by utilizing this
factor affecting the RLE of academic factor to improved their
the 4rth year nursing student knowledge and concepts about
hospital skills
Academic factors
Personal Study Skill RLE performance grade according to
Attendance their clinical instructor
General Academic
Services
Study Hours
Class Schedule
Performance of Performance of
the students who the students who
attended Lecture attended their
before having hospital duties
their hospital before Lecture
duties
Figure 1
3
Research Paradigm
PROCESS
→ Identify the Academic

Factors affecting the
INPUT RLE performance of OUTPUT
4thYear Nursing
→ Academic Factors Students. → Ameliorate the
which affect the RLE → Note the effects of this RLE performance
performance of 4th Academic Factors. of the 4th Year
Year Nursing → Test the significant Nursing Students
Students. relationship of
Academic Factors with
the RLE performance
of 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
5
1 – Strongly Disagree
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
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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.
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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
QUESTIONS
Student
2 3 4 5 Average
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
9
24 5 3 4 5 4.25
25 1 1 1 1 1
26 3 4 4 QUESTIONS
4 3.75
Student
27 42 3 34 45 Average
3.50
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
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.
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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
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.
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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.
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Table 4.1
HYPOTHESES TEST CRITICAL COMPUTED DECISION
STATISTICS VALUE VALUE FOR t
HO: ρ = 0
There is no significant • t – test for the
relationship between significance of
the academic factors r
and the RLE ± 2.0210 t = 0.21 Accept HO: ρ = 0
performance of the 4th • two – tailed at
year nursing students. 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 COMPUTED DECISION

VALUE VALUE
Ho: µDF =µLF
There is no significant
difference between the
grades of the students
during their Lecture • t-test for two
sample means
class hours and during ± 2.1010 0.19 Accept
Ho: µDF =µLF
their hospital duty
• Level of
hours. 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.
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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.

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.

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 C.V. = ±2.1010

= 18
25
GIVEN:
DF = 2.21 nDF= 19 SDF = 0.1635
= 2.30
LF nLF= 31 SLF = 0.02145
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 Interpretation
±1 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

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:



Very truly yours, Noted:
MARY ANNE R. SAMSON MRS. ROMELA CRUZ

Leader: Group 3 Instructor, Nursing Research
29
APPENDIX F

#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.
Very Truly Yours,
MARY ANNE R. SAMSON

Leader: Group 3
Noted:
Mrs. Nelia R. Capulong, RN MAN

Dean, College of Nursing
30
APPENDIX G

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.



Very Truly Yours,
SAMSON, MARY ANNE R.

Leader, Group 3
Noted:
Ramonita A. Salazar Ed. D

Dean, College of Arts & Science
31
APPENDIX H

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 General academic services
A B C D E
 For numbers 2 – 5 kindly refer to the following scale:
5 – Strongly agree 4 – Agree 3 – Moderately agree 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 : Bachelor of Science in Nursing

Our Lady of Fatima University – Lagro, Quezon City
SECONDARY : Saint Anthony Nova School

Mangga St. Amparo, Novaliches Caloocan City – 2006
ELEMENTARY : Saint Anthony Nova School

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.
GRADUATE : National College of Business and Arts- 2003

SECONDARY : 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
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

Our Lady of Fatima University
SECONDARY : 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)
CARDIAC DISEASES
January 7, 2008
HALAMANG GAMOT
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

SECONDARY : Pateros National High School

Pateros – 2006
ELEMENTARY : Camiling Central Elementary School

Camiling, Tarlac - 2002
TUBERCULOSIS
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
COLLEGE : Bachelor of Science in nursing

SECONDARY : Curvada Minuyan High School

Norzagaray, Bulacan - 2006
ELEMENTARY : Timoteo Poliarpio Memorial Elementary School

Norzagaray, Bulacan - 2002
Tuberculosis
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

SECONDARY : Colegio De San Gabriel Arcangel

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

Area E Fatima SJDM, Bulacan – 2002
VASCULAR DISORDERS
39
Theme: “Compare the Various Diseases of the Vessels”
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


ELEMENTARY : Amparo Subdivision Caloocan City

1999
III. Civil Service Eligibility:
IV. Work Experience:
40
Tuberculosis
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

SECONDARY :
ELEMENTARY :
PNUEMONIA and TUBERCULOSIS

January 21, 2008
HALAMANG GAMOT
41
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

SECONDARY : Regional Science High School

Tumauini, Isabela – 2006
ELEMENTARY : Tumauini North Central School

Tumauini, Isabela – 2002
CARDIAC DISEASES
January 7, 2008
HALAMANG GAMOT
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 : San Lorenzo Hospital Novaliches, Quezon

City
ADDRESS : Lot 4 Block 101 Pangarap Village 2 Caloocan City


2003 – 2006
Our Lady of the Holy Rosary

2002 – 2003
ELEMENTARY : Our Lady of the Holy Rosary Academy

2002
LUNG, PROSTATE, BREAST CANCER

Theme: “Say no to Cancer, Yes to Healthy Lifestyle”
January 28, 2008
43
HALAMANG GAMOT
Sitio Kislap Court
March 3, 2008
44

The Problem and Its Background

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The Problem and Its Background

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

→ Identify the Academic

Statement of the Problem

Population and Locale of the Study

Data Gathering Tools

Data Gathering Procedure

Statistical Treatment of Data

df= smaller between n1-1 and n2-1

Where DF = average mean duty first

Where n = sample size

Academic Factors Frequency Relative Frequency

Personal study skills 22 44 %

General academic services 6 12 %

Student NCM 101 NCM 102 Average Interpretation

- 2.0210 0.21 + 2.0210

HYPOTHESES TEST STATISTICS CRITICAL COMPUTED DECISION

- 2.1010 0.19 + 2.1010

Factors that affect Academic Performance among Pharmacy Students:

r = ______50 (437.3825) – (193.25) (113.11)___________

Student NCM 101 NCM 102 Average Interpretation

Student NCM 101 NCM 102 Average Interpretation

A. Standard Deviation Computation: Duties before Lecture

B. Standard Deviation computation: Lecture before Duty

df= smaller between n1-1 and n2-1

= 19-1 C.V. = ±2.1010

OUR LADY OF FATIMA UNIVERSITY

Mrs. Romela Cruz

2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s

4. Psychological Effects of having a Special Child to a Family as Perceived by the

5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students

Very truly yours,

MARY ANNE R. SAMSON

OUR LADY OF FATIMA UNIVERSITY

Mrs. Theresa Domingo

2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s

4. Psychological Effects of having a Special Child to a Family as Perceived by the

5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students

Very truly yours, Noted:

MARY ANNE R. SAMSON MRS. ROMELA CRUZ

OUR LADY OF FATIMA UNIVERSITY

Nelia R. Capulong, RN MAN

Very Truly Yours,

MARY ANNE R. SAMSON

Mrs. Nelia R. Capulong, RN MAN

OUR LADY OF FATIMA UNIVERSITY

2. Psychological Effects of Forceful Taking of Nursing Course to the Student’s

4. Psychological Effects of having a Special Child to a Family as Perceived by the

5. Physiological Changes Caused by Irregular Sleeping Habits among Nursing Students

Very Truly Yours,

SAMSON, MARY ANNE R.

Ramonita A. Salazar Ed. D

OUR LADY OF FATIMA UNIVERSITY

September 23, 2008

We are presently conducting a study on “Academic Factors affecting the RLE

Name: _____________________________ Section: __________ Gender: _________

__ I have attended lecture first before having my hospital duty

 Put a check on the circle that corresponds to your answer.

2. which of the following academic factors

r = 50 (437.3825) – (193.25) (113.11)_____

Name: ___________________ Section: Gender: _