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UPV Theses and Dissertations

Permanent URI for this communityhttps://hdl.handle.net/20.500.14583/10

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Degree: search.filters.degree.Bachelor of Arts in PsychologySDG: search.filters.sdg.SDG 8 - Decent work and economic growth

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    Students’ conceptions of learning and learning styles and teachers’ conceptions of teaching and teaching styles
    Alegario, Sharon S.; Palec, Rhea Q. (Division of Social Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2000-03)
    This study aimed to identify the relationship that exists between students' conceptions of learning and their learning styles, teachers' conceptions of teaching and their teaching styles and students' learning styles and teachers' teaching styles. Respondents of the study were three (3) Communication 11 teachers, three (3) Mathematics 14 teachers and twenty of their respective students. It was conducted last February 7 to 18, 2000, AY 1999-2000 at the CAS Bldg. using a survey. There were two sets of questionnaire, one for the students and one for the teachers. The first set included the Conceptions of Learning Questionnaire and the Learning Style Inventory using a five-point scale and the second set included the Conceptions of Teaching Questionnaire and the Teaching Style Inventory. The Pearson Product Moment Correlation was used to determine the relationship that exists between students' conceptions of learning and their learning styles and the students' learning styles and their teachers' teaching styles. While the Spearman Rank-Order Correlation was used to determine the relationship that exists between teachers' conceptions of teaching and their teaching styles. Results of the study indicated that there is a positive relationship between students' conception of teaching as a complex process and their teaching style of an expert. The study also showed that there is a positive relationship between students' conceptions of learning as increasing one's knowledge and their active experimentation learning style. There is also a positive relationship between teachers' expert teaching style and their students' active experimentation learning style. It is recommended that future researchers would look into other different learning styles and teaching styles that match, which will result to an improved learning environment and a higher academic achievement.
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    Drivers' helping behavior towards pedestrians: The role of awareness, responsibility, and personal norms
    Alvero, Twinkle B.; Matondo, Jirah P. (Division of BSocial Sciences, College of Arts and Sciences, University of the Philippines Visayas, 2016-05)
    The effects of individual's norms, consequences and responsibilities on helping behavior were tested using the Norm Activation Theory. A 2x2x2 within—subjects design utilizing the scenario based approach developed by Naumann (2004) was participated by twenty-five (n=25) company drivers, and the scores obtained were measured using Helping Attitude Scale (Nickell, 1998). Interviews were conducted to further understand and explain key information about participants. Results showed that positive personal norms and higher recognition of responsibility affected helping behavior but not awareness of consequences. However, no interaction effect was observed. Therefore, the study lends partial support to the theory. Implication points that companies and LTO must incorporate and promote personal norm enhancement and recognition of responsibility within their team building programs and trainings.