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Undergraduate Research Project

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14583/29

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Committee Chair: search.filters.chair.Funtecha, Henry F.SDG: search.filters.sdg.SDG 4 - Quality education

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    Locus of control of male adolescents with imprisoned fathers: Its relation to their academic adjustment
    Bataan, Arminda A.; Losare, Anna Marie C. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2002-03)
    This study sought to determine the kind of locus of control of the respondents and the level of academic adjustment as seen in their grade point averages. The researchers aimed to find out if there exists a relationship between locus of control and academic adjustment of these male adolescents with imprisoned fathers. This study was patterned on a previous research on the relationship between the same variables but this study utilized a different instrument and respondents came from Iloilo province. Fifteen (15) college students whose fathers were imprisoned at the time that they were enrolled served as respondents of the study. All respondents came from Iloilo, 33% of which are from Iloilo City and the remaining 67% are from the municipalities. Their ages range from 17-24. Respondents were selected using the snowball method. Respondents were asked to answer the Trice Academic Locus of Control Scale. The scale is composed of 28 items answerable by true or false determined the kind of locus of control of these male adolescents with imprisoned fathers. In addition, the respondents were asked to submit their copy of grades of the previous semester to determine how well they adjust academically. The computed Pearson Product Moment Correlation is r=0.26 with a rcrit=0.441 at 0.05 alpha. This signifies that indeed there is a significant relationship between locus of control and academic adjustment of male adolescents with imprisoned fathers. However, it revealed a weak positive correlation between locus of control and academic adjustment. The findings imply that locus of control is not the sole cause or factor for academic adjustment. The cause or source of a well-adjusted academic performance of male adolescents with imprisoned fathers may therefore be attributed to other factors such as economic and social support coming from family and friends. Such factors could even lead to a poor academic performance. Lastly, academic adjustment and locus of control vary among the respondents, which suggest individual differences among them
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    The effect of playing violent video games and gender on aggression among first year students in Iloilo National High School
    Balicanta, Alexander John F.; Cacho, Charlotte J. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2002-03)
    The study was conducted to determine the effects of playing violent video games and gender on aggression among first-year high school students. The experimental design utilized two treatment groups and two control groups. The four groups consisted of (1) males who played the violent videogame; (2) females who played the violent videogame; (3) males who played the nonviolent videogame; and (4) females who played the nonviolent videogame. In this study, aggression was measured using the Direct and Indirect Aggression Scales (DIAS). The DIAS consists of 24 items that measure physical, verbal, and indirect aggression. Prior to the administration of the DIAS, the participants were first asked to play video games. Two groups were assigned to play a violent video game, and the other two groups played a nonviolent game. The participants’ scores in the DIAS were computed and analyzed using the two-way analysis of variance (ANOVA) with interaction. This is done to show if the variables type of video game played and gender significantly affect aggression among adolescents. The two-way ANOVA with interaction yielded three computed values of F. Results show that there is a significant F-ratio on the variable type of video game played. The obtained F is 5.45, and an F of 4.26 is required at the 0.05 level with 1 and 27 df. Since 5.45 is greater than 4.26, the null hypothesis is rejected. Thus, the conclusion is that the type of video game played has a significant effect on aggression among first-year high school students. However, the F-ratio derived for the variable gender was not significant. The obtained F is 3.59, and an F of 4.26 is required at the 0.05 level with 1 and 27 df. Since the value of F is less than 4.26, the null hypothesis on gender is accepted. Thus, gender has no significant effect on aggression among first-year high school students. The F ratio derived for the interaction of the two variables is also not significant. The computed value of F., which is only 0.297, is less than 4.26. The null hypothesis, thus, is rejected. This leads to the conclusion that the type of videogame played and gender do not interact to affect aggression.