THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE

A Thesis Presented toThe Faculty of the School of Nursing

Calayan Educational Foundation, Inc. (CEFI)Lucena City

In Partial Fulfillment of theRequirements for the Degree

Bachelor of Science in Nursing

MARIA AMELIE S. RICAFORTJULIE ANN PRODIGOWINCHELL PIÑANA

March 2009

APPROVAL SHEET

This thesis entitled, “THE SINGLE PARENT AS A NON-TRADITIONAL

NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC

PERFORMANCE” prepared and submitted by MARIA AMELIE S. RICAFORT, JULIE

ANN PRODIGO and WINCHELL PIÑANA in partial fulfillment of the requirements for

the degree Bachelor in Science in Nursing has been examined and recommended for

acceptance and approval for Oral Examination.

NELSON HUGO Adviser

ORAL EXAMINATION COMMITTEE

Approved by the Committee on Oral Examination with a grade of

_________________________________ .

_______________________________________________.Chairperson

______________________________ _________________________________ Member Member

Accepted and approved in partial fulfillment of the requirements for the degree

Bachelor of Science in Nursing.

MRS. REBECCA S.A. SERGIO, RN, MANDean, College of Nursing

i

ACKNOWLEDGEMENT

Words cannot truly express the researchers’ profound thanks to

the following people, who made completion of this study possible:

To Mr. Nelson Hugo, for his guidance as research adviser.

To Nursing Dean, Mrs. Rebecca Sergio, an extraordinarily

effective and inspiring mentor, for your gifts of knowledge and

compassion;

To our distinguished panel for providing further enrichment.

To our classmates for providing companionship and interaction.

To our language adviser for polishing the text and presentation.

To our dear parents who taught us the value of a good

education, and our siblings who have been sources of unceasing

encouragement.

To the 56 nursing students, the respondents of this study,

whose cooperation allowed us to precious insights about academic

performance among traditional and non-traditional students.

And most of all, to the Almighty God, source of all wisdom and

strength, thank You for blessings and grace to live each day.

- Maria Amelie , Julie Ann, and Winchell

ii

DEDICATION

This work is lovingly dedicated to our respective families,

who shared the risks and sacrifices required to complete it.

- Maria Amelie , Julie Ann, and Winchell

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TABLE OF CONTENTS

APPROVAL SHEET……………………………………………………………… i

ACKNOWLEDGEMENT ………………………………………………………… ii

DEDICATION…………………………………………………………………… iii

TABLE OF CONTENTS………………………………………………………. iv

LIST OF TABLES……………….…………………………………………… vi

LIST OF FIGURES…………………………………………………………… vii

THESIS ABSTRACT………………………………………………………….. viii

CHAPTER Page

I THE PROBLEM

Introduction…………………………………………………………. 1

Statement of the Problem……………………………………………4

Hypotheses …………………………………………………………. 5

Conceptual Framework……………………………. ……………….

6

Scope and Limitation of the Study………..…………………………

6

iv

Significance of the Study…………………………………………… 8

Definition of Terms…………………………………………………

9

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………………. 11

Related Studies……………………………………………………… 15

III RESEARCH METHODOLOGY

Research Design……………………………………. …………………

20 Research Locale………………………………………………………..

20 Population and Sample……………………………………………….

21 Research

Instrument………………………………………………….. 21

Data Gathering Procedures……………………………………………

22 Statistical Treatment of

Data…………………………………………. 23

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

26

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings…………………………………………………….

40

Conclusions……………………………………………………………….

44

v

Recommendations………………………………………………………..

45

Implications of the Study…………………………………………………

46

VI BIBLIOGRAPHY………………………………………………………. 48

VII APPENDICES

Annex “A”: Letter to Respondents …………………………… 52

Annex “B”: Research Instrument …………..……………… 53

Annex “C”: Curriculum Vitae of the Researchers …………….. 56

LIST OF TABLES

Table 1.1. Percentage Distribution of Respondents According to Age …………………………………………… 26

Table 1.2. Percentage Distribution of Respondents According to Gender ……………………………………….. 27

vi

Table 1.3. Percentage Distribution of Respondents According to Civil Status…………………………………… 27

Table 1.4. Percentage Distribution of Respondents According to Number of Children…………………………… 28

Table 1.5. Percentage Distribution of Respondents According to Living Arrangements………………………… 28

Table 1.6. Percentage Distribution of Respondents According to Education………………………………………. 29

Table 1.7. Percentage Distribution of Respondents According to Grades Point Average…………………………. 29

Table 2.1. Adequacy of Preparedness for the Academic Experience (Single & Married Respondents) ……………………………. 31

Table 2.2 Adequacy of Preparedness for the Academic Experience (Separated & Annulled Respondents) ………………………… 32

Table 3.1. Indicators of Academic Performance………………………….. 34

Table 4-1. T-Test Results for Finding the Significant Difference Between Demographic Characteristics and Adequacy of Preparedness for Academic Experience…………………… 37

Table 4-3. T-tests on Finding the Significant Difference Between the Assessment Made by Single & Married and Separated/Annulled Students …………………………….. 38

LIST OF FIGURES

vii

Fig. 1 - Conceptual Paradigm of the Study (Effects of Single Parenthood on Academic Performance) ……………… 7

Abstract

Title: THE SINGLE PARENT AS A NON-TRADITIONAL

NURSING STUDENT: EFFECTS OF SINGLE

PARENTHOOD ON ACADEMIC PERFORMANCE

Researchers: MARIA AMELIE S. RICAFORT, JULIE ANN PRODIGO and

WINCHELL PIÑANA

viii

Degree: BACHELOR OF SCIENCE IN NURSING

This study focused on the relationship between single-parenthood and academic

performance. It was conducted among 56 student nurses of the Calayan Educational

Foundation, Inc. (CEFI) and Manuel S. Enverga University Foundation (MSEUF) in

Lucena City. To the extent possible, an equivalent ratio of single-parent students and

married students or students with live-in arrangements were asked to participate in this

study so that comparisons can be made and conclusions drawn. A questionnaire was the

main tool of the study.

Statement of the Problem

The following research questions guided the study:

1. What is the demographic profile of the respondents in terms of:

a) age

b) gender

c) civil status

d) number of children

e) living arrangements

f) educational level

g) grade point average

2. How adequately prepared for the college experience do the respondents perceive

themselves to be?

3. What factors do respondents perceive affect their academic performance?

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4. Is there a significant difference in the self-perceived adequacy of preparedness for

the college experience, when respondents are grouped according to their

demographic profile?

5. Is there a significant difference in academic performance when respondents are

grouped according to their demographic profile?

6. What are the implications of this study?

Hypotheses

This study was guided by the following hypotheses:

1. There is no significant difference in the self-perceived adequacy of preparedness for

the college experience, when respondents are grouped according to their demographic

profile.

2. There is no significant difference in academic performance when respondents are

grouped according to their demographic profile.

Summary of Findings

1. Demographic Characteristics of Respondents

A total of Fifty-Six (56) respondents were selected for this study. Of the 56

respondents, 35 or 62.50% were 18-25 years of age; 14 or 25% were 26-33 years old;

six (6) or 10.71% were 33-40 years old; and only one (1) or 1.79% was 41 years old or

older.

There are more females than male in this study. When grouped according to civil

status, most or 33 of 56 respondents (or 58.93%) were single. Married respondents

x

numbered 13, constituting 23.21% of the sample while those who claimed they were

separated or that their marriages had been annulled also numbered 13 (23.21%).

In terms of number of children, the highest number of respondents were those

who indicated they had no children (36 or 64.28%). This was followed by those who said

they had two to three (2-3) children (11 or 19.64%). Nine (9) respondents, or 16.07%,

declared they had one (1) child. None of the respondents indicated that they had four (4)

or more children.

When grouped according to living arrangements, 35 or 62.5% of respondents

indicated that they lived with their parents or other family, while 14 or 25.0% said they

lived with their husband or other parent-partners. Seven (7) others said they lived with

no other parents in the home.

In terms of level of nursing education, majority or 35 of 56 respondents (62.5%)

said they were in fourth year; while 15 or 26.79% indicated they were in third year.

Only three (3) or 5.35% of respondents said they were in second year and another three

(3) or 5.35% indicated they were in first year.

In terms of grade point average, majority or 26 of 56 respondents (46.43%) said

they obtained a GPA of 2.51-3.25; while 19 or 33.93% indicated they obtained a GPA

of 1.76 – 2.50. Only six (6) or 10.71 % of respondents said they obtained a GPA of 3.26

– 4.00 and another five (5) or 8.93% indicated they obtained a GPA of 1.00 – 1.75

2. Adequacy of Preparedness for Academic Experience

Single and married nursing students in this study rated themselves very highly in

terms of degree of preparedness for the academic experience in practically all indicators,

the highest of which included skills that allowed them to interact with mostly unmarried

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classmates (WM = 3.98); financial resources for schooling (WM = 3.63); adequate time

for schooling (WM = 3.58); network of moral and emotional support while schooling

(WM = 3.51); and self confidence (WM = 3.49). The only self-rated skills indicators for

which single and married nursing students indicated a lower degree of preparedness (or a

rating of “prepared”), was in emotional stability (WM = 3.16).

Separated or annulled students rated themselves very highly on the scale as well,

indicating a rating of “very prepared” in a total of 6 out of 10 indicators, namely:

communication skills (WM = 3.77); financial resources for schooling (WM = 3.69), self

confidence (WM = 3.54); adequate time for schooling (WM = 3.54); and interacting

with mostly unmarried classmates (WM = 3.46). The lowest ranked indicators (but still

indicated nevertheless as knowledge factors for which separated and annulled students

were “prepared”) were network of moral and emotional support while I am schooling,

refreshed study skills, physical health and having firmly established learning or career

goals (WM = 3.15 for each).

3. Academic Performance

Respondents expressed the highest degree of agreement to statement # 9, “I

perceive no difference between the academic performance of traditional students and

non-traditional single parent students” (WM = 3.14).

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A high degree of agreement was also expressed to statement #10, “I have no

difficulty managing my time and priorities” (WM = 3.11); and to statement #2, “I have

been able to attend my classes regularly” (WM = 3.09).

Respondents likewise expressed agreement that “Generally speaking, I have been

able to comply with projects, assignments and other academic requirements on time;” and

that “All in all, I have received good grades in my subjects.”

Respondents expressed disagreement to only three (3) statements presented to

them, that: “I have been able to participate in extra-curricular activities organized by the

school,” “I believe I have performed better in academics than most students in my class”

and “I feel that I am more quick to learn than others.”

4. Hypotheses Testing

Significant differences were found in the self-perceived adequacy of preparedness

for the college experience, when respondents were grouped according to their

demographic profile.

Significant differences were likewise found in academic performance when

respondents were grouped according to their demographic profile.

Conclusions

From the summary of findings, the researcher has arrived at the following primary

conclusions.

Single and married (traditional) students in this study rated themselves very highly

in terms of degree of preparedness for the academic experience. High rating

notwithstanding, the single and married (traditional) students in this study indicated a

lower degree of preparedness (or a rating of “prepared”), in emotional stability.

xiii

Separated or annulled (non-traditional) students in this study also rated themselves

very highly in terms of degree of preparedness for the academic experience. They also

collectively identified lower-rated areas (for which a rating of “prepared” was given).

These included: network of moral and emotional support while I am schooling,

refreshed study skills, physical health and having firmly established learning or career

goals

Respondents in this study agreed that they had excellent academic performance in

almost all indicators. The only statements to which they expressed disagreement in this

regard were: “I have been able to participate in extra-curricular activities organized by

the school,” “I believe I have performed better in academics than most students in my

class” and “I feel that I am more quick to learn than others.”

All in all, significant differences were found in the self-perceived adequacy of

preparedness for the college experience and in academic performance, when respondents

were grouped according to their demographic profile, but this were in regard to age and

year level in nursing. Marital status did not seem to play a significant role in the

difference in perceptions.

Recommendations:

Based on the findings and conclusions of this study, the researcher submits the

following recommendations:

1. Single parenthood was not correlated to a student's performance. Thus further

research is recommended, with a larger sample size and a more refined research

tool.

xiv

2. This research suggests that older students have acquired some adaptive skills, in

both behavior and judgment, that reduce the chance of poorer grades. These skills,

being positively correlated to motivational and cognitive abilities, tend to be

linked positively with age. The researcher, therefore, recommend that educators

consider adopting an expanded method of cooperative learning involving older

students who act as models of maturity, confidence, and rational thinking in small

group instructional activities.

Implications of this Study

One of the primary implications for instruction is the expanded use of cooperative

learning.

Vertical grouping is an example of an expanded method of cooperative learning

involving older students who act as models of maturity, confidence, and rational thinking

in small group instructional activities. Older, nontraditional students serve a leadership

function in addition to possible tutoring roles. Traditional college-age students benefit

from vertical grouping by being exposed to more mature levels of cognitive interaction

and to the older students' increased experience with effective coping strategies. In return,

older students will likely appreciate the recognition and the opportunity to display their

advanced maturity and their more experienced social and personal skills. In fact, they

learn by teaching.

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In recent years, faculty and counselors at college campuses across the nation

have stepped up their efforts to better understand the needs of the students they serve,

in an attempt to improve retention and graduation rates for an increasingly diverse

and non-traditional student body. The research presented here contributes to this

effort by examining the relationship between single-parent nursing students, their

attitudes and beliefs about college work, their achievement motivational profiles, and

their grades .

By the end of the 1980's, researchers had compiled a fairly clear picture of the

formula for success for "traditional" college students, that is 18-22 year old students

matriculating straight from high school. This formula included the adequacy of

students' academic preparation, the appropriateness of their educational expectations

and career goals, the "anticipatory socialization" (Weidman, 2000) they had received

from parents, peers and others prior to entering college, and their assimilation into

their new milieu upon matriculation. (Tinto, 2003).

Recently, however, frustrated by the relatively low rates of college entrance,

retention and graduation among minority and non-traditional student populations,

several scholars have called into question the universality of some of these patterns

(Strage, 2000). Still, relatively little is known and much as assumed about differences

1

in college students' experience and success as a function of their age, the route they

travel to arrive at the university, and their general experience with college.

The single-parent student, who is the focus of this study, is a parent who cares

for one or more children without the assistance of another parent in the home. This

unique situation renders the single parent returning to college to finish a degree as

part of a growing population of non-traditional college students.

Single parenthood may occur for a variety of reasons. It could be opted for by

the parent (as in divorce, adoption, artificial insemination, surrogate motherhood, or

extramarital pregnancy), or be the result of an unforeseeable occurrence (such as

death or abandonment by one parent). The living and parenting arrangements of

single parents are diverse. A number live in households with family or other adults.

When parents separate, one party usually parents for the majority of the time but most

continue to share parenting to some extent with the other parent (Callister, 2006).

Single parent families are at a higher risk of poverty than couple families, and

on average single mothers have poorer health than couple mothers. In fact, single

parenting is strongly associated with an increased risk of a number of negative social,

behavioral and emotional outcomes both for the parent and for his/her children

(Millar, 2001).

A number of factors characteristically separate nontraditional students, like

single parents, from regular college students. These learners tend to be achievement

oriented, highly motivated, and relatively independent with special needs for flexible

schedules and instruction appropriate for their developmental level (Cross, 2000).

2

They generally prefer more active approaches to learning and value opportunities to

integrate academic learning with their life and work experiences (Benshoff, 2001).

The phenomenon of single parents in college studies has a wider sphere of

interest world-wide because they now constitute a noticeable fraction of the

university population in all countries (Bowl, 2000). Little has been studied about

how these single parents experience university or college life. Nor has there been a

full exploration of whether and how universities and colleges are changing to meet

the needs of this growing group of single-parent students.

Single-parent students must balance their studies with these external

requirements, leaving no time for extracurricular activities and placing them "at risk"

of not completing their studies. The pioneer studies on non-traditional students--- like

single parents--- recommended more research focusing on this group is needed in

order to help facilitate the creation of an environment that best meets their

educational needs and goals and develop intervention strategies to reduce drop-out

rates among these students (Hoyt, 2002).

This study, therefore, aims to investigate the juxtaposed experiences of being

a single parent and being a non-traditional nursing student in relation to the single-

parent’s goal orientations, grades and study experiences in nursing education at the

Calayan Educational Foundation, Inc. (CEFI) and Manuel S. Enverga University

Foundation (MSEUF).

In undertaking a study that examines how single parenthood may affect

academic performance, the researchers find support in literature that upholds the

long-held belief that student academic performance depends on a range of socio-

3

economic, psychological and environmental factors. The findings of several research

studies have, in fact, focused on the view that student performance is affected by

different factors, including personal circumstances and family background (Hansen,

2000).

This field of study was encouraged by an article entitled , “Just Me and My

Baby,” published in the Cougar, CEFI’s official magazine (Ursua, 2009), which

chronicled the experiences of a single parent student at CEFI. The article raised

awareness about the unique patterns of college experiences between regular and

single-parent students, particularly in terms of causing an institution of higher

learning, like the Calayan Educational Foundation, Inc. (CEFI), to re-think the focus

of academic and student affairs programs. Research has shown that nontraditional

students, which include single parents returning to college, have needs that differ

from those of traditional-age students (Thon, 2004). The willingness of CEFI to

modify existing programs and develop new services geared to adult populations will

have a positive impact on their ability to attract, serve, and satisfy the educational

needs of adult students.

STATEMENT OF THE PROBLEM

This study focused on the relationship between single-parenthood and academic

performance. To enable the researchers to draw conclusions about the effect of single

parenthood on academic performance, two kinds of respondents were engaged:

single-parent students and married students or those who live-in with partners, and

thus have another parent at home. The following research questions guided the study:

4

2. What is the demographic profile of the respondents in terms of:

a) age

b) gender

c) civil status

d) number of children

e) living arrangements

f) educational level

g) grade point average

2. How adequately prepared for the college experience do the respondents

perceive themselves to be?

7. What factors do respondents perceive affect their academic performance?

8. Is there a significant difference in the self-perceived adequacy of preparedness

for the college experience, when respondents are grouped according to their

demographic profile?

9. Is there a significant difference in academic performance when respondents

are grouped according to their demographic profile?

10. What are the implications of this study?

HYPOTHESES

This study was guided by the following hypotheses:

5

3. There is no significant difference in the self-perceived adequacy of preparedness

for the college experience, when respondents are grouped according to their

demographic profile.

4. There is no significant difference in academic performance when respondents are

grouped according to their demographic profile.

THEORETICAL FRAMEWORK

The theoretical framework used to guide this study is Vygotsky's Social

Cognition Theory. Vygotsky is one of the leading contributors to the science of

learning with his theory of social cognition which places a great importance on the

culture in which a learner develops. Every person develops in the context of a culture

and according to the social cognition theory, culture is the prime determinant of

individual development. A person 's learning development is affected in two main

ways by the culture, including the culture of family environment. The theory of

social cognition asserts that interactions with surrounding culture and social agents

contribute significantly to a learner’s performance (Schunk, 2001).

CONCEPTUAL PARADIGM

This study centered on the unique college experiences of a single-parent

nursing student and will reflect Vygotsky's assertions that a person 's learning

development is affected in two main ways by the culture, including the culture of

family environment. This is congruent with other education scholars who support the

6

NURSEAge & GenderCivil StatusNo. of ChildrenLiving ArrangementsEducational LevelGrade Point Average

RECOMMENDED

MODIFICATION OF PROGRAMS AND SERVICES

FOR NON-TRADITIONAL

NURSING STUDENTS

Analysis of the effects of

single parenthood

on academic performance

Self Assessed Adequacy of

Preparedness for College

observation that student performance is very much dependent on SEB or

socioeconomic background (Beaumont-Walters & Soyibo, 2008).

The conceptual model in Figure 1 consists of three (3) interdependent and

interacting components which the researchers view as essential for understanding the

academic experience of a single-parent student nurse.

INPUT THROUGHPUT OUTPUT

Fig. 1. – EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE

7

The first component, the first box, represents the assumption that the

respondents bring to the study a prior context consisting of their own perceptions

about the academic experience, which are shaped by the demographic parameters

identified in the study (age, gender, civil status, number of children and living

arrangements). What perceptions these respondents bring with them to the study

serves as the foundation for the academic experience. Thus, the first component

provides opportunities for the respondents to weave new learning into their existing

knowledge base and thus to broaden and deepen their understanding and experience.

The second component of the model represents the analysis this researcher

will undertake of the self-rated perceptions of adequacy of respondents.

The third component of the model, the last outer box, represents the outcome

or output of the study All of the other components of the model lead to the

understanding of the effects of single parenthood on academic performance and the

emerging need for academic programs and services to be modified to address the

unique needs of non-traditional nursing students..

SCOPE AND LIMITATION OF THE STUDY

This study was conducted among 56 student nurses of the Calayan

Educational Foundation, Inc. (CEFI) and Manuel S. Enverga University Foundation

(MSEUF) in Lucena City. To the extent possible, an equivalent ratio of single-

parent students and married students or students with live-in arrangements were

asked to participate in this study so that comparisons can be made and conclusions

drawn. Each participant was requested to accomplish a questionnaire on his

8

perceptions about his/her own academic performance, self-rated adequacy and college

experiences.

A limitation of the study is the small sample size of non-traditional students

college students. As a result, the conclusions reached in this study may not

necessarily apply beyond its scope.

A second limitation is that the difficulty of locating single-parent nursing

students (who normally are not willing to discuss their life experiences with others)

seriously impeded the ability of the researchers to reach the target number of

respondents.

SIGNIFICANCE OF THE STUDY

The researchers expect this study to contribute to the following sectors:

Nursing Students. To increase awareness about the emerging

population of non-traditional learners in tertiary education, and the

unique learning opportunities they bring to regular students because of

their experience and maturity.

Nursing Educators. To validate the emergent need for academic

program and service delivery modifications that will address the needs

of the growing number of non-traditional students in nursing.

Nursing Profession. To encourage study of the impact of the entry

into the profession of non-traditional learners.

DEFINITION OF TERMS

9

The following terms have been defined operationally and conceptually to

facilitate understanding of this study:

Academic Performance, in this study, will be measured using three

(3) factors: grades, attendance in classes and number of hours a

student spends on study after attending the classes.

Effect in this study, is the result, outcome or implications of single

parenthood on academic performance.

Non-Traditional Nursing Student refers to a student of nursing who

is an adult who returns to school full- or part-time while maintaining

responsibilities such as employment, family, and other responsibilities

of adult life. (This, in contrast to the traditional student who

matriculates straight from high school).

Single Parent, in the context of this study, is described as a parent

who cares for one or more children without the assistance of another

parent in the home.

Single Parenthood refers to the state of being a single parent.

10

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

A discussion of literature reviews, informational articles or publications,

research papers, studies and dissertations on single parenthood, non-traditional

students and academic performance are presented in this chapter.

RELATED LITERATURE

In much of the literature, the term nontraditional refers to students who are

age 25 or older, but it has also been defined using the background characteristics or

risk factors of the students.

Ely (2007) highlights specific needs of the students age 25 and older.

Typically, these students must balance school with employment, family, and financial

responsibilities, making successful completion of their educational objectives more

difficult. They have little time for extracurricular activities and spend most of their

time on campus in the classroom. Therefore, these nontraditional students need

flexible schedules to improve their basic academic, study, decision-making, and stress

management skills, and to receive instruction appropriate to their developmental

level. In addition to practical concerns, such as improved parking, registration,

financial aid, social networking and support, counseling, child care, and information

services, adult students would benefit from specialized customer service and

11

appreciate being treated like adults and feeling as if they belong at the college

(Raisman, 2002). Ely also points out that social integration is very important, and

since most of this socializing occurs in the context of the classroom, faculty play a

crucial role in the process. In addition, active and collaborative learning approaches

are highly valued.

Another approach focuses on factors that may increase students' risk of

attrition (NCES, 2008). This approach focuses on behaviors that are amenable to

change and allows for interventions at various stages in a student's educational life.

The National Center for Education Statistics has identified seven such factors: (1) not

enrolling within the same year as completion of high school, (2) attending part-time,

(3) being financially independent of parents, (4) working full-time, (5) having

dependents other than a spouse, (6) being a single parent, and (7) not having a high

school diploma. Three fourths of students in two-year colleges have at least one

factor.

Dweck and Leggett (2008) argue that there are two distinct behavioral

patterns that can contribute to students' achievement goal orientations. Learning goals

are characterized as the most positive approach, and generally include a desire to

increase competence and continually improve oneself. A learning orientation results

in the most adaptive responses, such as increased effort to solve a problem or more

perseverance when confronted with a difficult situation (Roedel, Schraw, & Plake,

2004). Conversely, a performance goal orientation is likely to reflect maladaptive

responses, and is characterized by a focus on outcome and a desire to avoid negative

12

feedback. This orientation often leads to increased anxiety and an inability to persist

when faced with obstacles (Eppler & Harju, 2007).

Previous research has investigated the impact of achievement goal

orientations on academic success in elementary school children (Eppler & Harju,

2007), yet little research has been aimed at the assessment of college-aged students.

One of the few studies to address the effects of goal orientations on achievement at

the collegiate level found that students with a strong learning goal orientation were

more apt to succeed in an introductory science course than were students with a

relatively weak learning goal orientation (Roedel & Schraw, 2005). According to

Dweck and Leggett (2008), performance goals have been correlated with the

avoidance of learning opportunities and deterioration of academic performance.

Investigations on these two types of goals have demonstrated that the most favorable

outcome entails an equal balance between both learning and performance goals

(Dweck & Leggett, 2008).

Another study to investigate achievement motivation goals in college students

in relation to academic performance found that nontraditional college students

endorsed a learning goal orientation significantly more than did traditional college

students (Eppler & Harju, 2007). They also discovered that the older the

nontraditional student was, the more frequently they adopted learning goals and were

more committed to them than their younger traditional peers.

The proportion of adults 25 years or older who are undergraduate students

continues to increase (Bauman et al., 2004). Some literature suggests these students

may experience special difficulties and require services to address their needs

13

(Fairchild, 2003). Four-year colleges and universities have especially been criticized

for not providing services that might retain nontraditional students (Bundy and Smith,

2004). However, the relationship between the presence of barriers to educational

attainment and actual use of services is not often studied. Instead, nontraditional

students have been asked to indicate the likelihood they would use services rather

than their actual use (Bauman et al., 2004). It is important to investigate the link

between circumstances of nontraditional students thought to be associated with

difficulties in an academic setting and actual use of services that may address

problems of older students.

Mercer (2003) identified three types of barriers confronted by older students:

situational, dispositional, and institutional. Situational constraints can include family

circumstances (marital status, dependents), employment, and civic involvement.

These situational barriers may result in time conflicts with academic scheduling,

work, and other responsibilities. Some researchers note that off-campus family

caregiving, employment, and community organizations may intrude on opportunities

for educational attainment (Fairchild, 2003). Competing demands for time and

attention may place adult students at a disadvantage in completing their degrees

(Jacobs and King, 2002).

Dispositional barriers refer to intrapersonal attributes and are more difficult to

define and measure. Some researchers believe adult students may have adjustment

difficulties when they return to an educational setting. "Adult students are intimidated

upon initial return to college" (Carlin, 2001 p. 10). They may worry about not

14

competing well with traditional age students, have perceptions of inadequate study

skills, or have concerns about fitting in with younger students in class.

Institutional barriers refer to aspects of the structure of educational

organizations that may impede older students' attainment and fail to meet their needs.

These barriers may include inconvenient class times and office hours, inadequate

career planning for adults, and a lack of opportunities for campus involvement that

accommodate interests and needs of nontraditional students (Fairchild, 2003). These

and other potential barriers have been used to suggest academic and social services

that may benefit nontraditional students.

RELATED STUDIES

A British study in 2002 showed that “more people are living alone, or as

single parents, than in a traditional family unit.” On the other hand, a Philippine study

(Sibal et.al, 2002) noted the following interesting findings:

Among Filipino workers, 7 percent of those who are not married

indicated that they have children (solo parents, with an average of 2

children).

Unmarried workers who support dependents constitute a significant

45.3 percent of the sample.

There are more women solo parents than men (5.3 percent women,

compared to only 1.8 percent of the men).

The proportion of women who support dependents are even greater: 30

percent, as opposed to 15.3 percent for the men.

15

The highest incidence of solo parents is in the business processing and

telecommunications sectors, averaging at 16 solo parents in each

enterprise, compared to the over all average of 11 solo parents.

In their study of non-traditional undergraduate student attrition Bean and

Metzner (2005) developed a model conceptualizing student persistence as dependent

on 1) four sets of variables, including: (a) a student's background, (b) academic

variables, (c) environmental variables such as employment and finances, and (d)

"intent to leave" factor, and 2) two sets of outcomes, which are: (a) academic -

'college GPA', and (b) psychological - utility, satisfaction, goal commitment and

stress. All these variables, in turn, affect intent to leave. The primary variable

predicting dropout was the lack of institutional fit in their study. Specifically, the

findings indicated the importance of peer socialization in preventing dropout.

Nontraditional students need many different kinds of support and assistance

from family, friends, and institutions of higher learning. Research evidence suggests

that "both [sexes] have difficulties juggling the roles of student, worker, and family

member" (Muench, 2007, p. 10). Adult students need help in building their self-

confidence as students, in acquiring or refreshing study skills, and in managing their

time and other resources while in school. In addition, adult students benefit from

opportunities to interact with their peers and need to be actively involved in the

educational process through sharing their relevant work and life experiences

(Muench, 2007).

Clayton and Smith (2007) identified eight primary motivations for

nontraditional women students' decisions to pursue an undergraduate degree: self-

16

improvement; self-actualization; vocational; role; family; social; humanitarian; and,

knowledge. Many of these women (56%) cited multiple motives for returning to

school. In a study of married re-entry women students, Hooper (2009) found that: the

longer the woman had been a successful student, the higher her self-esteem; the

longer the woman had been in school, the higher the anxiety experienced by the

husband; and, the more traditional the roles and responsibilities within the family, the

greater the guilt the woman experienced about her student role. Other developmental

issues for women who return to school (Terrell, 2000) include:

feeling guilty about not "being there" for their children;

concerns about quality and expense of childcare; \

feelings of responsibility for maintaining their role within the family;

making compromises in careers due to family considerations;

minimal individual free time;

perceived lack of credibility when returning to college;

insufficient support from family for returning to school.

Research on nontraditional male students is limited. Muench (2007) found

that both sexes experienced fears of failure and self-doubt. Men, however, suffered

more from lack of self-confidence, while women experienced more guilt. Among the

nontraditional students studied by Bauer and Mott (2000):

men were changing careers while women were looking to advance

within the same career field;

women more than men experienced competing pressures of child care,

financial, and school responsibilities;

17

men more than women tended to be frustrated about loss of time and

money in returning to school.

Coley (2000) asserts that there are seven demographic factors that put students

at risk of not attaining a degree or completing a program. These factors include

delayed entry, part-time enrollment, full-time work, financial independence,

dependents, single parenthood, and community college attendance without a high

school diploma. These risk factors are common characteristics of adult students,

which leads one to the assumption that adult students are destined to drop out of

college programs. Yet they often leave programs before completion due to factors

other than those cited by Coley. Academic failure, social isolation, and family

responsibilities are also factors that put adult students at risk of giving up before

program completion. Adult students juggle several roles everyday. Fitting in time to

study and complete assignments can present major difficulties for students and may

lead to academic failure. Though time constraints are one cause of academic failure, a

more likely reason for adult students is their approach to learning versus the teaching

styles of their instructors.

Adult students are influenced by prior academic and life experiences and may

differ from traditional students in their metacognitive knowledge and abilities

(Donaldson &. Graham, 2008). Older students are inclined to adopt a comprehension-

focused approach to learning aimed at comprehending content material instead of

using study strategies aimed at rote recall (Richardson, 2005). Students required to

take developmental courses are also at risk of academic failure. They entered college

at academic levels below their peers and are less likely to persist than other students.

18

Assessments performed after students complete general education coursework can

alert student service professionals to students who continue to be at risk of failure

Jalomo, 2000).

Married students and those responsible for the care of children have family

responsibilities before enrolling in college. The responsibilities are not lessened after

enrollment. The pressure to provide for families and concentrate on coursework is

overwhelming for some students. Women are often laden with a disproportionate

burden of household tasks and caregiver responsibilities when enrolled in college

courses (Carney-Crompton &L Tan, 2002). Managing multiple roles is a source of

stress for female students. Parents feel guilty about being unavailable when their

children need them, with mothers of children under thirteen reporting the most

conflict (Terrell, 2000). Women with older children may persist to graduation,

whereas those with younger children may interrupt their education to fulfill family

responsibilities (Carney-Crompton & Tan, 2002).

A synthesis of literature reviewed indicates that adults---among them, single

parents--- pursue higher education for various reasons including personal enrichment,

change of career, or a requirement for promotion. The majority of adult students

enroll in colleges to fulfill educational and training needs. Adult students may face

barriers when attempting to enroll in college. Program planners must understand

characteristics of adult students, recognize social issues, and identify with cultural

issues to effectively develop training and degree programs that not only attract

students, but also encourage student retention. Colleges have the ability to reduce or

eliminate student barriers and subsequently prepare adults for the workforce.

19

CHAPTER III

RESEARCH METHODOLOGY

The research methodology used by the researchers will be presented in this

section. The discussion will include the research design, population and sample,

locale of the study, instrument used to collect the data, procedures for conducting the

research and analysis of data.

RESEARCH DESIGN

This study is a non-experimental, descriptive study. Such a design provided an

accurate portrayal of characteristics of a group by discovering a description of what

characteristics exist and determining the frequency with which they exist. The goal is

to examine relationships between variables.

Descriptive research involves collecting numerical data to test hypotheses or

answer questions concerning current status. The use of descriptive research was felt

appropriate for this study because of the nature of the research instrument, a

questionnaire.

This descriptive study was designed to assess the effect of single parenthood

on the academic performance of single-parent nursing students.

RESEARCH LOCALE

This study was undertaken in the Lucena City campuses of the Calayan

Educational Foundation, Inc. (CEFI) and the Manuel S. enverga University

20

Foundation (MSEUF). The choice of this particular research localeswas due to the

fact that the researchers are student nurses in Lucena City, thus the proximity and

accessibility of the respondents. Further, this study will primarily benefit CEFI and

nursing schools in the city by contributing to the development of strategies that will

address the unique needs of the emergent population on non-traditional students on

campus.

SAMPLE AND SAMPLING PROCEDURE

The 56 respondents of this study was selected and qualified from the total

population of student nurses of Calayan Educational Foundation, Inc. (CEFI) and

Manuel S. enverga University Foundation (MSEUF). Purposive sampling was used,

as it is a method often employed when a researcher has knowledge of the universe

and the sample. To the extent possible, an equivalent ratio of single-parent students

and married students or students with live-in arrangements were asked to participate

in this study so that comparisons can be made and conclusions drawn.

RESEARCH INSTRUMENT

A self-devised questionnaire was the main tool of the study. The

questionnaire had three parts. Part I collected demographic information of the nurse

such as age, gender, civil status, number of children, living arrangements,

educational level and grade point average. It was felt necessary to address these

issues to establish whether any of these demographic variables had any association

with the academic performance of the respondents.

21

Part II investigated the self-rated perceptions of adequacy of respondents for

the academic experience.

Where appropriate, questions scored on a four-point Likert-type scale were

presented to respondents, with the following values:

3.26 – 4.00 = Very Prepared (VP)

2.51 – 3.25 = Prepared (P)

1.76 – 2.50 = Not Very Prepared (NVP)

1.00 – 1.75 = Not Prepared (NP)

Part III shall examine the perceptions of patients about their own academic

performance.

Where appropriate, questions scored on a four-point Likert-type scale shall be

presented to respondents, with the following values:

3.26 – 4.00 = Strongly Agree

2.51 – 3.25 = Agree

1.76 – 2.50 = Disagree

1.00 – 1.75 = Strongly Disagree

DATA GATHERING PROCEDURES

The researcher first pilot-tested the instrument on five (5) student nurses who

will not participate in this study. Pilot-testing is sought to assure readability and

comprehension of the research instrument.

After at least 56 potential respondents were selected and located,

questionnaires were delivered to them personally, along with a verbal request for

22

their participation in the study while assuring that their responses would be treated in

strict confidence.

STATISTICAL TREATMENT

Data from the interviews were analyzed, using several statistical methods. Thus:

1. What is the demographic profile of the respondents in terms of:

a) age

b) gender

c) civil status

d) number of children

e) living arrangements

f) educational level

g) grade point average

Statistical Tool: Simple Percentage

P = __ƒ x 100 n

where P is the simple percentage

ƒ is the number of responses

n is the total number of respondents

2. How adequately prepared for the college experience do the respondents

perceive themselves to be?

Statistical tools: frequency count and weighted arithmetic mean

23

Weighted Arithmetic Mean

Wam = fw N

Where wam is the weighted arithmetic mean

fw is the sum of the product of the frequency and the weight

n is the total number of respondents

5. What factors do respondents perceive affect their academic performance?

Statistical tools: frequency count and weighted arithmetic mean

Weighted Arithmetic Mean

Wam = fw N

Where wam is the weighted arithmetic mean

fw is the sum of the product of the frequency and the weight

n is the total number of respondents

6. Is there a significant difference in the self-perceived adequacy of preparedness for

the college experience, when respondents are grouped according to their

demographic profile?

Statistical tool: Pearson’s Chi-Square Test

where:

24

Oi = an observed frequency

Ei = an expected (theoretical) frequency, asserted by the null hypothesis

7. Is there a significant difference in academic performance when respondents are

grouped according to their demographic profile?

Statistical tool: Pearson’s Chi-Square Test

where:

Oi = an observed frequency

Ei = an expected (theoretical) frequency, asserted by the null hypothesis

25

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the study and corresponding discussions.

As is usually the case, it begins with the demographic profile of the respondents who

participated in this study.

I. Demographic Profile of Respondents

A total of fifty-six (56) respondents were selected for this study. Of this

number, all returned the questionnaires given them, with satisfactorily complete

answers. These 56 respondents, therefore, constituted the sample of the study.

Table 1.1.

Percentage Distribution of Respondents According to Age

Age Number Percentage18 – 25 35 62.526 – 33 14 2533 - 40 6 10.7141 and above 1 1.79

N = 56 100.00

The sample was relatively young. Of the 56 respondents, 35 or 62.50% were

18-25 years of age; 14 or 25% were 26-33 years old; six (6) or 10.71% were 33-40

years old; and only one (1) or 1.79% was 41 years old or older.

These figures agree with a census-based population report in calendar year

2000 that observed that the current age structure of students reflects a relatively

26

young population, with the proportion or share of young persons (15 to 24 years old)

to total population already at 31.3%.

Table 1.2.

Percentage Distribution of Respondents According to Gender

Gender Number PercentageMale 12 21.43Female 44 78.57

N = 56 100.00

There are more females than male in this study. In terms of gender, 44 or

78.57% of respondents were female nursing students while 12 or 21.43% were

males.

These figures appear to support the National Statistics Office’s report (NSO,

2004) that women outnumber men in certain fields of study, including health sciences

(64%), business (67%), and engineering and technical (56%).

Table 1.3. Percentage Distribution of Respondents According to Civil Status

Civil Status Number PercentageMarried 13 23.21Single 30 53.57Separated/Marriage annulled

13 23.21

N = 56 100.00

When grouped according to civil status, most or 33 of 56 respondents (or

58.93%) were single. Married respondents numbered 13, constituting 23.21% of the

sample while those who claimed they were separated or that their marriages had been

annulled also numbered 13 (23.21%).

27

Table 1.4. Percentage Distribution of Respondents According to Number of Children

In terms of number of children, the highest number of respondents were those

who indicated they had no children (36 or 64.28%). This was followed by those who

said they had two to three (2-3) children (11 or 19.64%). Nine (9) respondents, or

16.07%, declared they had one (1) child. None of the respondents indicated that they

had four (4) or more children.

Table 1.5. Percentage Distribution of Respondents According to Living Arrangements

Living Arrangements Number Percentageliving with no other parent in the home

7 12.5%

living with husband/parent-partner

14 25.0%

living with parents or other family

35 62.5%

N = 56 100.00

When grouped according to living arrangements, 35 or 62.5% of respondents

indicated that they lived with their parents or other family, while 14 or 25.0% said

they lived with their husband or other parent-partners. Seven (7) others said they

lived with no other parents in the home.

Number of Children

No. Of Respondents

Percentage

None 36 64.28%1 9 16.07%

2-3 11 19.64%4 or more 0 0%

N = 56 100%

28

Table 1.6.

Percentage Distribution of Respondents According to Education

Level of Education Number PercentageFirst Year Nursing Student

03 5.35%

Second Year Nursing Student

03 5.35%

Third Year Nursing Student

15 26.79%

Fourth Year Nursing Student

35 62.50%

Total 56 100.00

In terms of level of nursing education, majority or 35 of 56 respondents

(62.5%) said they were in fourth year; while 15 or 26.79% indicated they were in

third year. Only three (3) or 5.35% of respondents said they were in second year and

another three (3) or 5.35% indicated they were in first year (see Table 1.6).

Table 1.7.

Percentage Distribution of Respondents According to Grades Point Average

GPA for Last Completed Semester (1-4 with 1 as

the highest)

Number Percentage

1.00 – 1.75 5 5.35%1.76 – 2.50 19 33.93%2.51 – 3.25 26 46.43%3.26 – 4.00 6 10.71%

Total 56 100.00

The respondents were asked to indicate thee grade point average (GPA) they

obtained during the last semester that they completed within a scale of 1-4, with 1

being the highest. In terms of grade point average, majority or 26 of 56 respondents

(46.43%) said they obtained a GPA of 2.51-3.25; while 19 or 33.93% indicated they

29

obtained a GPA of 1.76 – 2.50. Only six (6) or 10.71 % of respondents said they

obtained a GPA of 3.26 – 4.00 and another five (5) or 8.93% indicated they

obtained a GPA of 1.00 – 1.75 (see Table 1.7).

II. Adequacy of Preparedness for the Academic Experience

The respondents in this study were presented with 11 statements to help them

assess their own degree of preparedness for a nursing education.

The respondents were asked to respond to each statement and a continuous

scale was used as a tool of analysis, where:

4 = Very Prepared (VP)

3 = Prepared (P)

2 = Not Very Prepared (NVP)

1 = Not Prepared (NP)

Tables 2.1 on the succeeding page summarizes the responses of the single and

married respondents. Table 2.2 summarizes the answers of those respondents who

indicated that they were separated from their parents or that their marriages had been

annulled.

30

Table 2.1. Adequacy of Preparedness for the Academic Experience

(Single & Married Respondents)

SKILLS VP(4)

P(3)

NVP(2)

NP(1)

TotalWV

Mean QD

f WV f WV f WV F WV

1. Financial resources for schooling

27 108 16 48 0 0 0 0 156 3.63 VP

2. Adequate time for schooling

25 100 18 54 0 0 0 0 154 3.58 VP

3. Network of moral and emotional support while I am schooling

24 96 17 51 2 4 0 0 151 3.51 VP

4. Refreshed study skills 32 128 6 18 0 0 0 0 146 3.39 VP

5. Self confidence 22 88 20 60 1 2 0 0 150 3.49 VP8. Interacting with

mostly unmarried classmates

23 112 19 57 1 2 0 0 171 3.98 VP

7. Emotional stability 12 48 26 78 5 10 0 0 136 3.16 P8. Physical health 16 64 26 78 2 4 0 0 146 3.39 VP9. Have firmly established

learning or career goals

15 60 25 75 3 6 0 0 141 3.28 VP

10. Communication skills 16 64 25 75 2 4 0 0 143 3.32 VP

3.26 – 4.00 = Very Prepared (VP)2.51 – 3.25 = Prepared (P)1.76 – 2.50 = Not Very Prepared (NVP)1.00 – 1.75 = Not Prepared (NP)

As may be gleaned from Table 2.1, single and married nursing students in this

study rated themselves very highly in terms of degree of preparedness for the

academic experience in practically all indicators, the highest of which included skills

that allowed them to interact with mostly unmarried classmates (WM = 3.98);

financial resources for schooling (WM = 3.63); adequate time for schooling (WM =

3.58); network of moral and emotional support while schooling (WM = 3.51); and

self confidence (WM = 3.49). In all these indicators, along with four (4) others, staff

nurses considered themselves “very prepared.”

31

The only self-rated skills indicators for which single and married nursing

students indicated a lower degree of preparedness (or a rating of “prepared”), was in

emotional stability (WM = 3.16).

The self-rated lower degree of preparedness in emotional stability indicated

by single and married respondents in this study is supported by Ely (2007) who has

pointed out that social integration is very important because of the level of emotional

stability of students, and since most of this socializing occurs in the context of the

classroom, faculty play a crucial role in the process. In addition, active and

collaborative learning approaches are highly valued.

Table 2.2 Adequacy of Preparedness for the Academic Experience

(Separated & Annulled Respondents)

SKILLS VP(4)

P(3)

NVP(2)

NP(1)

TotalWV

Mean QD

f WV F WV f WV f WV

1. Financial resources for schooling

9 36 4 12 0 0 0 0 48 3.69 VP

2. Adequate time for schooling

8 32 4 12 1 2 0 0 46 3.54 VP

3. Network of moral and emotional support while I am schooling

4 16 7 21 2 4 0 0 41 3.15 P

4. Refreshed study skills 4 16 7 21 2 4 0 0 41 3.15 P

5. Self confidence 8 32 4 12 1 2 0 0 46 3.54 VP6. Interacting with

mostly unmarried classmates

7 28 5 15 1 2 0 0 45 3.46 VP

7. Emotional stability 7 28 5 15 1 2 0 0 43 3.31 VP8. Physical health 4 16 7 21 2 4 0 0 41 3.15 P9. Have firmly established

learning or career goals

4 16 7 21 2 4 0 0 41 3.15 P

10. Communication skills 10 40 3 9 0 0 0 0 49 3.77 VP

3.26 – 4.00 = Very Prepared (VP)2.51 – 3.25 = Prepared (P)1.76 – 2.50 = Not Very Prepared (NVP)1.00 – 1.75 = Not Prepared (NP)

32

Table 2.2 shows the degree of preparedness for the academic experience of

respondents who indicated that they were separated or annulled. In this Table, we

observe that separated or annulled students rated themselves very highly on the scale

as well, indicating a rating of “very prepared” in a total of 6 out of 10 indicators.

The areas which rated highest were communication skills (WM = 3.77);

financial resources for schooling (WM = 3.69), self confidence (WM = 3.54);

adequate time for schooling (WM = 3.54); and interacting with mostly unmarried

classmates (WM = 3.46).

The lowest ranked indicators (but still indicated nevertheless as knowledge

factors for which separated and annulled students were “prepared”) were network of

moral and emotional support while I am schooling, refreshed study skills, physical

health and having firmly established learning or career goals (WM = 3.15 for each).

The low rank indicated for network of moral and emotional support finds

some support in literature. Coley (2000) says that among others, social isolation is a

factor that places adult students at risk of giving up before program completion.

Self confidence, refreshed study skills and interacting with mostly unmarried

classmates were also identified by nurses in this study as an area for which they felt

less prepared. The evidence from other studies indicate that adult students may have

adjustment difficulties when they return to an educational setting. "Adult students are

intimidated upon initial return to college" (Carlin, 2001 p. 10). They may worry about

not competing well with traditional age students, have perceptions of inadequate

study skills, or have concerns about fitting in with younger students in class.

33

III. Academic Performance

As a method of determining academic performance, the researcher used 10

declarative statements on a Likert-like scale (see Table 3.1).

Table 3.1. Indicators of Academic PerformanceFactors SA (4) A (3) D (2) SD (1) Total

wvmean QD

f1 f2 wv f1 f2 wv f1 f2 wv f1 f2 wv1. All in all, I have

received good grades in my subjects.

7 5 48 22 4 78 11 4 30 3 0 3 159 2.84 A

2. I have been able to attend my classes regularly

10

5 60 27 4 93 6 4 20 0 0 0 173 3.09 A

3. I have enough time for study, after classes.

7 0 28 16 5 63 18 8 52 2 0 2 145 2.59 A

4. Generally speaking, I have been able to comply with projects, assignments and other academic requirements on time

7 0 28 16 5 63 18 8 52 2 0 2 145 2.59 A

5. I have been able to participate in extra-curricular activities organized by the school

6 0 24 11 2 39 17 5 44 9 6 15 122 2.18 D

6. I believe I have performed better in academics than most students in my class

6 0 24 11 2 39 17 5 44 9 6 15 122 2.18 D

7. I feel that I fit in with other students in the class and in the entire college

7 4 44 26 5 93 8 4 24 2 0 2 163 2.91 A

8. I feel that I am more quick to learn than others

6 0 24 14 2 39 17 5 44 9 6 15 122 2.18 D

9. I perceive no difference between the academic performance of traditional students and non-traditional single parent students

11

5 64 24 8 96 8 0 16 0 0 0 176 3.14 A

10. I have no difficulty managing my time and priorities

10

4 56 28 6 102

5 3 16 0 0 0 174 3.11 A

3.26 – 4.00 = Strongly Agree (SA)2.51 – 3.25 = Agree (A)1.76 – 2.50 = Disagree (D)1.00 – 1.75 = Strongly Disagree (SD)

34

The respondents were asked to respond to each statement and a continuous

scale was used as a tool of analysis, where: 4 = Strongly Agree; 3 = Agree; 2 =

Disagree; and.1= Strongly Disagree.

Respondents expressed the highest degree of agreement to statement # 9, “I

perceive no difference between the academic performance of traditional students and

non-traditional single parent students” (WM = 3.14).

In literature, this is supported by Strage (2000) who argues that relatively little

is known and much is assumed about differences in college students' experience and

success as a function of their age, the route they travel to arrive at the university, and

their general experience with college. As this study has shown, contrary to popular

assumptions, students perceive no real differences between and among regular and

non-traditional students.

A high degree of agreement was also expressed to statement #10, “I have no

difficulty managing my time and priorities” (WM = 3.11); and to statement #2, “I

have been able to attend my classes regularly” (WM = 3.09).

The barriers that such time management poses challenges to non-traditional

students is well supported by literature. Competing demands for time and attention

may place adult students at a disadvantage in completing their degrees (Jacobs and

King, 2002). However, students in this study seem to disagree with this notion by

indicating that they have no problems attending class regularly nor with managing

their time and priorities.

35

Respondents likewise expressed agreement that “Generally speaking, I have

been able to comply with projects, assignments and other academic requirements on

time;” and that “All in all, I have received good grades in my subjects.”

While some studies indicate that non-traditional students face barriers to

retention and learning, Bauman et al., 2004 suggests that evidence offered thus far is

non-conclusive. Thus, it is important to investigate the link between circumstances

of nontraditional students thought to be associated with difficulties in an academic

setting and actual use of services that may address problems of older students.

Respondents expressed disagreement to only three (3) statements presented

to them, that: “I have been able to participate in extra-curricular activities organized

by the school,” “I believe I have performed better in academics than most students

in my class” and “I feel that I am more quick to learn than others.”

These disagreement expressed to the statement “I have been able to participate

in extra-curricular activities organized by the school,” finds support in literature.

According to Fairchild (2003), institutional barriers impede non-traditional students'

participation. These barriers may include inconvenient class times and office hours,

inadequate career planning for adults, and a lack of opportunities for campus

involvement that accommodate interests and needs of nontraditional students

(Fairchild, 2003).

Disagreement expressed to the statements “I believe I have performed better

in academics than most students in my class” and “I feel that I am more quick to

learn than others” indicated that students, whether regular or non traditional, do not

feel superior to other students.

36

IV. Null Hypotheses Testing

T-Tests for Independent Samples were performed to examine the study’s null

hypotheses. These tests measured how closely the researcher's hypotheses matched

the observations collected during the study.

The first hypothesis of this study is: There is no significant difference in the

self-perceived adequacy of preparedness for the college experience, when

respondents are grouped according to their demographic profile.

VARIABLES df X1 X2 Computedt-value

Critical t-value

Decision Impression at 0.05 Level

Age18 -25 & 26-33 30 3.49 3.17 4.88 2.042 Reject Ho Significant18-25 & 33-40 30 3.49 3.34 1.47 2.042 Accept Ho Not Significant

18-25 & 41 and above

30 3.49 3.63 1.01 2.042 Accept Ho Not Significant

26-33 & 18-25 30 3.17 3.31 1.32 2.042 Accept Ho Not Significant26-33 & 33-40 30 3.17 3.63 3.38 2.042 Reject Ho Significant26-33 & 41 and

above30 3.34 3.63 1.83 2.042 Accept Ho Not Significant

Civil StatusSingle & Married

and Separated/Annulled

30 3.49 3.43 0.92 2.042 Accept Ho Not Significant

Nursing Year Level

First Year & 4th 30 3.38 3.61 3.72 2.042 Reject Ho SignificantSecond Year & 4th 30 3.38 3.04 3.21 2.042 Reject Ho SignificantThird Year & 4th 30 3.61 3.04 5.5 2.042 Reject Ho SignificantFourth Year & 2nd 30 3.61 3.04 5.5 2.042 Reject Ho Significant

GenderMale & Female 30 3.48 3.44 0.55 2.042 Accept Ho Not Significant

Table 4-1. T-Test Results for Finding the Significant Difference Between Demographic

Characteristics and Adequacy of Preparedness for Academic Experience

(Note: These refer to the declarative statements in Tables 2.1 to 2.2)Significance is at .05 or more.

The results, as seen in Table 4.1., indicate that there was a significant

difference in perceptions about adequacy of preparedness for decision making among

37

age groups, particularly between those in the 18-25 year-old bracket and 26-30 year-

old bracket (p = 4.88).

The same significant differences were prevalent when the respondents were

grouped according to year level in nursing (p = 3.72, for instance, between registered

first year and fourth year students).

Based on the above findings, Hypotheses #1 was rejected.

The second null hypothesis of this study is: There is no significant difference

in academic performance when respondents are grouped according to their

demographic profile.

T-tests for independent samples were performed to examine the relation

between the assessment made about adequacy of preparedness for the academic

experience, and whether the respondents were single and married or

separated/annulled.

Table 4-3. T-tests on Finding the Significant Difference Between the Assessment Made by

Married & Single and Separated/Annulled Students

Variables Compared

Df Mean Computed t-value

Critical t-value

Decision Impression at 0.05 Level

Assessment of single and married

students versus separated/ annulled

22 X1 = 3.38X2 = 3.16

3.62 2.074 Reject H0 Significant

Significance is at .05 or more.

38

There was a significant difference between these variables. The assessments

made by single and married students versus separated/annulled (p = 3.62), and

knowledge, and attitudes and qualities (p = 4.88), bore significant differences . Thus,

the second null hypothesis was also rejected. Table 4.3 shows details of how the test

on the second null hypothesis was conducted.

39

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the summary, conclusions and recommendations of the

study based on data collected by the researcher from a sample of 56 nursing students

in Lucena City who served as the study’s respondents.

This study sought to assess adequacy in preparedness for the academic

experience among students as well as the impact of such perceptions about adequacy

on the academic performance. Differences between single and married students

(considered traditional in this study) and separated or annulled (considered non-

traditional) were given focus.

Summary of Findings

1. Demographic Characteristics of Respondents

1.1. A total of Fifty-Six (56) respondents were selected for this study.

1.2. The sample was relatively young. Of the 56 respondents, 35 or

62.50% were 18-25 years of age; 14 or 25% were 26-33 years old;

six (6) or 10.71% were 33-40 years old; and only one (1) or 1.79%

was 41 years old or older.

1.3. There are more females than male in this study. In terms of gender, 44

or 78.57% of respondents were female nursing students while 12 or

21.43% were males.

40

1.4. When grouped according to civil status, most or 33 of 56 respondents

(or 58.93%) were single. Married respondents numbered 13,

constituting 23.21% of the sample while those who claimed they were

separated or that their marriages had been annulled also numbered 13

(23.21%).

1.5. In terms of number of children, the highest number of respondents

were those who indicated they had no children (36 or 64.28%). This

was followed by those who said they had two to three (2-3) children

(11 or 19.64%). Nine (9) respondents, or 16.07%, declared they had

one (1) child. None of the respondents indicated that they had four

(4) or more children.

1.6. When grouped according to living arrangements, 35 or 62.5% of

respondents indicated that they lived with their parents or other family,

while 14 or 25.0% said they lived with their husband or other parent-

partners. Seven (7) others said they lived with no other parents in the

home.

1.7. In terms of level of nursing education, majority or 35 of 56

respondents (62.5%) said they were in fourth year; while 15 or

26.79% indicated they were in third year. Only three (3) or 5.35% of

respondents said they were in second year and another three (3) or

5.35% indicated they were in first year.

1.8. In terms of grade point average, majority or 26 of 56 respondents

(46.43%) said they obtained a GPA of 2.51-3.25; while 19 or 33.93%

41

indicated they obtained a GPA of 1.76 – 2.50. Only six (6) or 10.71

% of respondents said they obtained a GPA of 3.26 – 4.00 and another

five (5) or 8.93% indicated they obtained a GPA of 1.00 – 1.75

2. Adequacy of Preparedness for Academic Experience

2.1. Single and married nursing students in this study rated themselves very

highly in terms of degree of preparedness for the academic experience in

practically all indicators, the highest of which included skills that

allowed them to interact with mostly unmarried classmates (WM =

3.98); financial resources for schooling (WM = 3.63); adequate time

for schooling (WM = 3.58); network of moral and emotional support

while schooling (WM = 3.51); and self confidence (WM = 3.49). In all

these indicators, along with four (4) others, staff nurses considered

themselves “very prepared.”

2.2. The only self-rated skills indicators for which single and married nursing

students indicated a lower degree of preparedness (or a rating of

“prepared”), was in emotional stability (WM = 3.16).

2.3 Separated or annulled students rated themselves very highly on the scale

as well, indicating a rating of “very prepared” in a total of 6 out of 10

indicators, namely: communication skills (WM = 3.77); financial

resources for schooling (WM = 3.69), self confidence (WM = 3.54);

adequate time for schooling (WM = 3.54); and interacting with mostly

unmarried classmates (WM = 3.46).

42

2.4. The lowest ranked indicators (but still indicated nevertheless as

knowledge factors for which separated and annulled students were

“prepared”) were network of moral and emotional support while I am

schooling, refreshed study skills, physical health and having firmly

established learning or career goals (WM = 3.15 for each).

3. Academic Performance

3.1. Respondents expressed the highest degree of agreement to statement # 9,

“I perceive no difference between the academic performance of

traditional students and non-traditional single parent students” (WM =

3.14).

3.2. A high degree of agreement was also expressed to statement #10, “I have

no difficulty managing my time and priorities” (WM = 3.11); and to

statement #2, “I have been able to attend my classes regularly” (WM =

3.09).

3.3. Respondents likewise expressed agreement that “Generally speaking, I

have been able to comply with projects, assignments and other academic

requirements on time;” and that “All in all, I have received good grades

in my subjects.”

3.4. Respondents expressed disagreement to only three (3) statements

presented to them, that: “I have been able to participate in extra-

curricular activities organized by the school,” “I believe I have

performed better in academics than most students in my class” and “I

feel that I am more quick to learn than others.”

43

4. Hypotheses Testing

4.1. Significant differences were found in the self-perceived adequacy of

preparedness for the college experience, when respondents were grouped

according to their demographic profile.

4.2. Significant differences were found in academic performance when

respondents were grouped according to their demographic profile.

Conclusions

From the summary of findings, the researcher has arrived at the following

primary conclusions.

1. Single and married (traditional) students in this study rated themselves

very highly in terms of degree of preparedness for the academic experience.

2. Separated or annulled (non-traditional) students in this study also rated

themselves very highly in terms of degree of preparedness for the academic

experience.

3. High rating notwithstanding, the single and married (traditional) students in

this study indicated a lower degree of preparedness (or a rating of

“prepared”), in emotional stability

4. Separated or annulled (non-traditional) students in this study also

collectively identified lower-rated areas (for which a rating of “prepared”

was given). These included: network of moral and emotional support

while I am schooling, refreshed study skills, physical health and having

firmly established learning or career goals

44

5. Respondents in this study agreed that they had excellent academic

performance in almost all indicators. The only statements to which they

expressed disagreement in this regard were: “I have been able to participate

in extra-curricular activities organized by the school,” “I believe I have

performed better in academics than most students in my class” and “I feel

that I am more quick to learn than others.”

6. All in all, significant differences were found in the self-perceived adequacy

of preparedness for the college experience and in academic performance,

when respondents were grouped according to their demographic profile, but

this were in regard to age and year level in nursing. Marital status did not

seem to play a significant role in the difference in perceptions.

Recommendations:

Based on the findings and conclusions of this study, the researcher submits the

following recommendations:

3. Although research on single parents as non-traditional students has

proliferated in the past decade, findings addressing the relationship between

single parenthood and academic performance have been inconclusive. Our

research supports this observation. Single parenthood was not correlated to a

student's performance. Thus further research is recommended, with a larger

sample size and a more refined research tool.

4. Other frequently cited factors influencing academic achievement are maturity

and life experiences This research suggests that older students have acquired

45

some adaptive skills, in both behavior and judgment, that reduce the chance of

poorer grades. These skills, being positively correlated to motivational and

cognitive abilities, tend to be linked positively with age. The researcher,

therefore, recommend that educators consider adopting an expanded method

of cooperative learning involving older students who act as models of

maturity, confidence, and rational thinking in small group instructional

activities.

Implications of this Study

One of the primary implications for instruction is the expanded use of cooperative

learning. This method of instruction, using peer tutoring and group activities,

enhances interactive social skills as well as comprehension of subject matter. Nelson,

and Skon (2005) found cooperative learning to be more academically beneficial than

traditional learning techniques. Further research by Soldier (2007) reports that

cooperative learning helps students to accept differences among themselves, helps

them to develop more positive attitudes toward school, and promotes the idea that

students have greater control over their lives in school.

Vertical grouping is an example of an expanded method of cooperative

learning involving older students who act as models of maturity, confidence, and

rational thinking in small group instructional activities. Older, nontraditional students

serve a leadership function in addition to possible tutoring roles. Traditional college-

age students benefit from vertical grouping by being exposed to more mature levels

of cognitive interaction and to the older students' increased experience with effective

46

coping strategies. In return, older students will likely appreciate the recognition and

the opportunity to display their advanced maturity and their more experienced social

and personal skills. In fact, they learn by teaching.

The literature and current research concerning student age provides

educational institutions with information about achievement differences among

traditional and nontraditional groups. This information provides higher education an

underused educational tool to assist with the development of its traditional students.

As education increases the dimensions of its mission, the nontraditional student is an

overlooked, often untapped, resource.

47

BIBLIOGRAPHY

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Bowl, C. (2000). Adult leaning in America: Why and how adults go back to school. New York: The College Board.

Bundy, A. & Smith, T. (2004) Introduction to the special section--breaking with tradition: effective counseling services for nontraditional students. Journal of College Counseling, 7, 3-4.

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Annex “A”: Letter to Respondents

Bachelor of Science in NursingCALAYAN EDUCATIONAL FOUNDATION, INC. (CEFI)

Lucena City

Dear Respondent,

In relation to our thesis requirements, we are conducting a study entitled, “THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE.”

May we invite you as one of our respondents inasmuch as we believe that you can answer the questions provided in the survey.

Your candid answers will contribute meaningfully to the completion of this study. Rest assured that your responses will be treated with utmost confidentiality.

Thank you very much.

Yours truly,

MARIA AMELIE S. RICAFORTJULIE ANN PRODIGO

WINCHELL PIÑANA

52

Annex “B”: Research Instrument

THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC

PERFORMANCE

Thank you very much for participating voluntarily in this study. Please be assured that your responses will be kept strictly confidential.

I. Demographic InformationAge: 18 – 25 years old

26 – 33 years old

33 - 40 years old

41 years old and above

Gender: Male Female

Civil Status: Married Single Separated/Marriage Annulled

Number of Children: none

one child

2-3 children

4 children or more

Living Arrangements: living with no other parent in the home

living with husband/parent-partner

living with parents or other family

Level of Education: First Year Nursing Student

Second Year Nursing Student

Third Year Nursing Student

Fourth Year Nursing Student

Grade Point Average During the Last Completed Semester (please indicate in values

between 1-4, with one being the highest): ___________________________

II. Adequacy of Preparedness for the Academic Experience

Please respond to the following checklist of skills by checking the appropriate column, where:

4 = Very Prepared (VP)3 = Prepared (P)

53

2 = Not Very Prepared (NVP)1 = Not Prepared (NP)

To what degree are you prepared for the academic experience or for a nursing education in terms of the following indicators?

INDICATORS Degree of PreparationVP(4)

P(3)

NVP(2)

NP(1)

1. Financial resources for schooling2. Adequate time for schooling3. Network of moral and emotional support while I am

schooling 4. Refreshed study skills 5. Self confidence 6. Interacting with mostly unmarried classmates7. Emotional stability8. Physical health9. Have firmly established learning or career goals10. Communication skills

III. Academic Performance

Please indicate whether you agree to the following affirmative statements about your performance in school as a nursing student, where:

4 = Strongly Agree3 = Agree2 = Disagree1 = Strongly Disagree

SELF-RATED ACADEMIC PERFORMANCE SA A D SD

1. All in all, I have received good grades in my subjects.

2. I have been able to attend my classes regularly3. I have enough time for study, after classes.

4. Generally speaking, I have been able to comply with projects, assignments and other academic requirements on time

5. I have been able to participate in extra-curricular activities organized by the school

6. I believe I have performed better in academics than most students in my class

7. I feel that I fit in with other students in the class and in the entire college

54

8. I feel that I am more quick to learn than others

9. I perceive no difference between the academic performance of traditional students and non-traditional single parent students

10. I have no difficulty managing my time and priorities

Thank you very much!

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Annex “C”: Curriculum Vitae of the Researchers

PERSONAL DATA

NAME: Maria Amelie S. Ricafort

ADDRESS: 34 Riverside Subd., Red V. Lucena City

DATE OF BIRTH: January 19, 1975

PLACE OF BIRTH: Lucena City

NAME OF FATHER: Magno P. Ricafort

NAME OF MOTHER: Felipa Nery S. Ricafort

CIVIL STATUS: Single

EDUCATIONAL BACKGROUND

TERTIARY:

Calayan Educational Foundation Inc. 2005-2009

New York University 1991-1993

SECONDARY:

Interlake High School 1991

ELEMENTARY:

Sacred Heart College

ORGANIZATIONAL INVOLVEMENT

Red Cross 2008-2009

SNAQP 2007-2009

DUKHA, CEFI 2006

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57

58

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