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Undergraduate Research Paper

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14583/28

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Adviser: search.filters.advisor.Ticao, Cynthia J.Keyword: search.filters.keyword.Academic achievement

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    The effects of group size on math and reading test performance of first year high school students of Roxas Memorial College of Arts and Trade Kalibo, Aklan
    Calinao, Princess Joy T.; Fuentes, Christine S. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 1999-03)
    The aim of this study is to investigate the effects of group size on math and reading test performance of first year high school students. Thirty randomly selected first year high school students participated in the study. Fifteen worked individually and the other fifteen worked in groups of five students. The questionnaires were drawn from the National Elementary Achievement Test (NEAT). The test included math and reading items. The math test consisted of computation, problem solving and numeration while the reading test consisted of word meaning and vocabulary. The students were given 30 minutes to complete the test. The math test answered first followed by the reading test. The individual and the group condition were in separate rooms. Two-way analysis of variance (ANOVA) was used to test the difference between the mean scores at p <.05 level of significance. The results indicated that the type of subject matter significantly affected, students’ test performance F (1,26) = 1.98, p< 05 whereas the effects of group size on test performance was not significant F (2,26) = 21.87, p<.05. The results were found not significant in the interaction of group size and the type of subject matter on students’ test performance.
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    Parent absenteeism and the child's motivation to learn and academic performance
    Bugna, Edelweiss C. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2000-03-20)
    This study sought to compare the motivation to learn and academic performance of children with absentee and non-absentee parents. Respondents were 180 pupils from Grades IV, V, and VI in Miagao Central Elementary School. The respondents were made to answer independently a 40-item questionnaire with a 5-point Likert Scale. It was hypothesized that children with absentee parents have low motivation to learn and poor academic performance and that there is a correlation between the two variables. T-test for independent samples was used to determine the difference of the mean scores of children with absentee and non-absentee parents. Pearson r was utilized to measure correlation between motivation to learn and academic performance. Results showed that motivation to learn (t1 = .30) and academic performance (t2 = -.24) were not significant at .05 alpha level and there was a low correlation (r = .02) between motivation to learn and academic performance. Findings imply that parent absenteeism did not entirely determine the degree of the child’s motivation to learn and academic performance due to other factors such as parental involvement, the child’s intelligence, home environment, teacher and classroom setting, and the child’s intrinsic inclination to learn and perform well.