factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance

Republic of the PhilippinesCENTRAL PHILIPPINES STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATIONKabankalan City, Negros Occidental

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CHAPTER I

INTRODUCTION

In this era of globalization and technological revolution, education is considered

as a first step for every human activity. It plays a vital role in the development of human

capital and is linked with an individual’s well-being and opportunities for better living. It

ensures the acquisitions of knowledge and skills that enable individuals to increase their

productivity and improve their quality of life. This increase in productivity also leads

towards new sources of earning which enhances the economic growth of a country. The

quality of students’ performance remains top priority for educators. It is meant for

making a difference locally, regionally, nationally, and globally. Educators, trainers and

researches have long been interested in exploring variables contributing effectively for

quality performance of learners (Crosnoe, Johnson & Elder, 2004).

The approach is to focus on one of the ultimate goals - to determine the most

influencing factor that greatly affects boarding, non-boarding and transient boarding

teacher education students in relation to their academic performance.

The researchers wanted to discover the reasons why some students were late in

arriving to school. It was observed that non-boarding students could even go to school

early, while some boarding students were late. There were those students also came late

to school but had high grades. These statements kept the researchers asking how students

coped up with such factors that might affect their academic performance.



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CHAPTER I

INTRODUCTION





















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CHAPTER I

INTRODUCTION





















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This study focused on investigating the factors affecting boarding, non-boarding

and transient boarding teacher education students in relation to their academic

performance.

Theoretical Framework

The prime objective of the school is delivering high quality education that

produces well-educated, skilled, and mannered students according to needs and

requirements of the dynamically growing market.

This study was based on the Theory of Educational Productivity by Walberg, as

cited by Roberts (2007) who determined three groups of nine factors based on affective,

cognitive and behavioural skills for optimization of learning that affect the quality of

academic performance: Aptitude (ability, development and motivation); instruction

(amount and quality); environment (home, classroom, peers and television).

Measuring of academic performance of students is challenging since students’

academic performance is affected by some factors namely: parental influence, time

management and discipline, health conditions, peer influence and distractions. Some

learners wish to progress in school, but they might not always perform as they wish, even

if they feel they are trying their best. Some are not aware of factors that may hinder or

improve academic performance and they may leave one frustrated. “Knowledge is

Power” and only once people know of something can act on it.



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performance.



















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performance.



















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Independent Variable Dependent Variable

Figure 1. Schematic diagram showing the relationships among variables.

DEMOGRAPHIC PROFILE

a. Boarding Students

1. Civil Status

2. Place of Residence

3. Weekly Allowance

b. Non-Boarding Students

1. Civil Status


3. Weekly Allowance

c. Transient BoardingStudents

1. Civil Status


3. Weekly Allowance

FACTORS

1. Parental Reason

2. Time Management andDiscipline

3. Health Conditions

4. Peer Influence

5. Distractions

ACADEMICPERFORMANCE



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DEMOGRAPHIC PROFILE


1. Civil Status


3. Weekly Allowance


1. Civil Status


3. Weekly Allowance


1. Civil Status


3. Weekly Allowance

FACTORS

1. Parental Reason



4. Peer Influence

5. Distractions

ACADEMICPERFORMANCE



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DEMOGRAPHIC PROFILE


1. Civil Status


3. Weekly Allowance


1. Civil Status


3. Weekly Allowance


1. Civil Status


3. Weekly Allowance

FACTORS

1. Parental Reason



4. Peer Influence

5. Distractions

ACADEMICPERFORMANCE



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Statement of the Problem

This study focused on the factors affecting boarding, non-boarding and transient

boarding teacher education students in relation to their academic performance.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of boarding, non-boarding and transient

boarding teacher education students in terms of:

a. Civil Status,

b. Place of Residence, and

c. Weekly Allowance?

2. What is the extent of the factors when grouped according to boarding, non-

boarding, and transient boarding teacher education students?

3. What is the academic performance of boarding, non-boarding and transient

boarding teacher education students?

4. Is there a significant difference on the extent of the factors when grouped

according to boarding, non-boarding and transient boarding teacher education students?

5. Is there a significant difference on the extent of the factor when compared to

each factor?

6. Is there a significant difference on the academic performance of boarding, non-

boarding and transient boarding teacher education students?

7. Is there a significant relationship between the identified factors and the

academic performance of teacher education students?



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a. Civil Status,










each factor?







4







a. Civil Status,










each factor?







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Hypotheses

1. There is no significant difference on the extent of the factors when grouped

according to boarding, non-boarding and transient boarding teacher education

students.

2. There is no significant difference on the extent of the factor when compared to

each factor.

3. There is no significant difference on the academic performance of boarding,

non-boarding and transient boarding teacher education students.

4. There is no significant relationship between the identified factors and

academic performance of teacher education students.

Scope and Delimitation

This study focused only on the identified factors affecting boarding, non-boarding

and transient boarding teacher education students and their relationships to their

academic performance.

There were three groups of students: the boarding students, non-boarding students

and transient boarding students. This study aimed to find out the factors which were

responsible for students’ decision to board, not to board and to be transient.

The respondents of the study were 297 teacher education students composed of:

190 who were boarding, 99 were non-boarding and eight were transient boarding. They

were enrolled at the College of Teacher Education, Central Philippines State University-

Main Campus in the academic year 2012-13.



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Hypotheses



students.


each factor.


















5

Hypotheses



students.


each factor.


















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In this study, there were five identified factors, namely: parental reason, time

management and discipline, health conditions, peer influence, and distractions. The

demographic profiles of the respondents were the following: civil status, place of

residence and weekly allowance.

Significance of the Study

The results of this study are hoped to be of significant to the following:

Administration. This study is of great significance for the administrators so that

they will know the factors affecting boarding, non-boarding and transient boarding

teacher education students in relation to their academic performance. It would also be of

great help to the administration to determine only the reasons why teacher education

students prefer to board, not to board or to be a transient boarding student.

Boarding House Operators. Information in this study will provide knowledge to

the Boarding House Operators to set their boarding house(s) in a well-ventilated and

promotive manner which could give comfort to the student- boarders.

Guidance Counselor. Through this study, the Office of the Guidance Counselor

will have the information about the teacher education students who are boarding, non-

boarding and transient boarding wherein the said office could give some advices to them

as to whether they are going to prefer to be among the boarding, non-boarding, and

transient boarding teacher education students that could help develop their academic

performance.



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performance.



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performance.



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Parents. The result of this study will guide the parents in deciding whether to let

their child or children to board, not to board or to be a transient boarding student wherein

they will know the advantages are beneficial to them and to their children academically.

Researchers. This will serve as one of the references that will provide the future

researchers the information to solve a certain problem related to this study - the factors

affecting the academic performance of boarding, non-boarding and transient boarding

students that need to be studied for the benefits of many.

Students. This study serves as baseline information for the students to know the

factors that affect their academic performance whether they are boarding, non-boarding

or transient boarding. They will be aware on the effect/s of these factors; thus, they can

cope with these and be more responsible with their studies.

Teacher Education Institution. This study will serve as reference to the College

of Teacher Education Institution for them to know who among their teacher education

students are boarding, non-boarding or transient boarding in such a way that they will be

able to perceive clearly the factors which affect the academic performance of their

students.

Teachers. This study will help the teachers to better appreciate and perform their

unique roles and functions as facilitator, adviser and motivator for them to widen their

effort and passion in providing excellent learning to the students in spite of the factors

affecting their students’ academic performance as they board in CPSU or when they go

home after the class.



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students.








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students.








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Definition of Terms

For the clarity and convenience of the readers, the following terms are defined

according to their conceptual and operational meaning:

Academic Performance. It refers to the learning gap between what the students

should learn and what the students actually learned as signified by the grades (Rowland,

2004).

In this study, it refers to the General Point Average of the boarding, non-boarding

and transient boarding teacher education students (Perieto, et al., April 2008).

Boarding House. The 1970 version of Ontario’s Assessment Act defined the term

as any house, building, or portion thereof in which with or without meals in rooms

furnished by the proprietor with necessary furnishings (Misajon, et al., 2009).

In this study, it refers to the second home environment where the students take

provisional lodging under the supervision of the boarding house owners.

Boarding Student. It refers to the renter who maintains procession of a house or

apartment. A boarding student is someone who holds the right to use a piece of land or a

structure by agreement with property owner (S.E. Smith, 2003-10).

In this study, it refers to students who are staying in a boarding house within the

premises of the university. They are the respondents of the study including those in the

dormitory and cottages.

Civil Status. It refers to being single, married, separated, divorced and widowed

(Wendy Doyle, 2010).

In this study, it refers to the student’s status whether single or married.



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Definition of Terms





2004).



















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Definition of Terms





2004).



















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Demographic Profile. It is defined as the analysis of the population on the basis

of age, percentage, physical condition, ethnicity, occupation, civil position, size and

density of each composite division (Lagnason, et al., April 2010).

In this study, it refers to the specific information about the student or the

respondent taken by the researchers such as civil status, place of residence, and weekly

allowance.

Distractions. These are something that gets your attention and prevents you from

concentrating or takes your attention away from something else (Macmillan, 2012).

In this study, it refers to televisions, games, mobile handsets, and noises that

disturb other students in their studies.

Health Condition. It is the condition of being sound in body, mind, or spirit

(Merriam, 2000).

In this study, it refers to the condition of the students as one factor observed that

affects their decision to stay in a boarding house or not in favour of the physical condition

of the student.

Non-Boarding Student. It is defined as a student at a college or university who

does not reside in the facilities provided by the institution (Benedict College, 2000).

In this study, it refers to student-respondents that are just going home after their

classes.

Parental Reason. Parental influence begins with positive modeling behaviors and

positive self-talk (Manassis, 1996). It refers to the participation of parents in regular,



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allowance.






(Merriam, 2000).



of the student.




classes.





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allowance.






(Merriam, 2000).



of the student.




classes.





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two-way meaningful communication involving pupils’ academic learning and other

school activities.

In this study, it refers to the share made by parents pertaining to the education of

their child at home and school.

Peer Influence. It is an informal primary group of people who share a similar or

equal status and who are usually of roughly the same age, extended to travel around and

interact within the social aggregate (Wolf, 2008).

In this study, it refers to the friends or classmates of the respondents that may

influence their decision to stay in a boarding house or to go home.

Place of Residence. It refers to living or dwelling in a certain place permanently

or for a considerable length of time. It is the place where a person makes his home, or

where he/she dwells permanently or for an extended period of time (Black, 2012).

In this study, it refers to the place where the students live.

Time Management and Discipline. This refers to the positive discipline

throughout the process of planning, acting and achieving. Time management is a core

discipline that largely determines the quality of your life (Brian Tracy, 2011).

In this study, it is one of the factors being observed regarding the proper and

fruitful use of time that affects the success of a student’s academic performance.

Transient Boarding Student. This refers to someone who is passing through or

by a place with only a brief stay (Merriam, 2000).

In this study, it refers to a student who boards but oftentimes go home for some

reasons.



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school activities.




















reasons.



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school activities.




















reasons.



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Weekly Allowance. It refers to the amount of money set aside for a designated

purpose in a week time (Byron, 2004).

In this study, it refers to the budget given by the parents to the students per week.



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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature on the factors affecting

boarding, non-boarding and transient boarding teacher education students in relation to

their academic performance.

Boarding Students

Basically, a boarding student lives in housing provided by the school (typically on

the school campus) they attend. They are called boarders. A boarding student is also

typically subject to any rules that the school wishes to impose on the campus. They

normally return home during the school holidays and often weekends, but in some

cultures may spend the majority of their childhood and adolescent life away from their

families.

Boarding is available to all students and families have two options: 5-Day and 7-

Day Boarding. In a typical school year, approximately 70% of the students reside on

campus. The 5-Day boarders usually live within reasonable driving distance or get

picked up by a parent or guardian after school on Friday afternoon. The 7-Day Boarders

live in the boarding house for almost one week. After school on Friday, they have free

time and then attend a supervised one hour study period to begin work on their weekend

assignments. After their study session, they join several of their friends. Students enjoy

the many opportunities that boarding school life provides while parents appreciate the



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CHAPTER II





Boarding Students






families.











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CHAPTER II





Boarding Students






families.











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enhanced educational experience their child receives, including the structured daily

schedule and supervised study time, as well as a defined social network.

Boarding schools provide the ideal atmosphere in which to balance of elite

classroom education with sports, recreation and community service. This produces well-

rounded and confident students, even among those who may have had trouble focusing in

a larger class size or a less structured social milieu. These boarding schools will give a

child a number of advantages. They teach independence and responsibility, and help

students succeed at higher rates than day schools, according to research by The

Association of Boarding Schools.

Boarding schools provide more opportunities for leadership.

Boarding schools are modern and more internationally aware.

Students who board enjoy structure and use their time more productively.

87% of former student-boarders say they are well prepared for university.

Nine in 10 say they were better served by a boarding than a non-boarding

school.

Acceptance to North American universities from these schools is a relatively

simple matter, compared with accreditation of school programs of overseas institutions.

The boarding schools in our database feature extensive facilities for academic

learning. The latest computers and other modern technical equipment are standard. The

operating hours cater to students attending the school, making them even safer than those

that are off-premises. Depending on their specialization, they also normally offer many

artistic and athletic programs.



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school.










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school.










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Modern boarding schools offer structure, supervision, safety community and

support – all without the corporal disciplines formerly associated with the traditional

boarding schools. If the website of a boarding school you are considering does not list a

facility that you seek, remember to ask about it. Commonly, faculty-lead field trips

extend learning beyond the walls of the classroom, so students can take in the museums

and galleries, as well as the natural local splendour and culture.

In an increasingly globalized economy, attending an international boarding school

can be your child’s passport to a bright future.

Non-boarding Student

Is a student at a college or university who does not reside in the facilities provided

by an institution.

Non-boarding student would live in housing they acquire by their own means. A

non-boarding student retains relative freedom when at home. It is also called as a day and

return off campus to their families in the evenings.

Transient Boarding Student

The term "transient" as used in this section means any guest, resident, or other

occupant to whom lodging and other services are furnished under a license to use real

property for less than one month, or less than thirty continuous days if the rental period

does not begin on the first day of the month. The furnishing of lodging for a continuous

period of one month or more to a guest, resident, or other occupant is a rental or lease of



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by an institution.












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by an institution.












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real property. It is presumed that when lodging is furnished for a continuous period of

one month or more, or thirty continuous days or more if the rental period does not begin

on the first day of the month, the guest, resident, or other occupant purchasing the

lodging is a non-transient upon the thirtieth day without regard to a specific lodging unit

occupied throughout the continuous thirty-day period. An occupant who contracts in

advance and does remain in continuous occupancy for the initial thirty days will be

considered a non-transient from the first day of occupancy provided in the contract.

Parental Reason

Parents need to set a good example for their children. The newest studies show

that teens are actually more responsive to their parent’s positive or negative influence

when it comes to drugs and alcohol than they are to friends or school programs. Parenting

sometimes feels like a tough enough job in general, and being such a big influence adds a

lot of pressure. After all, we all mess up sometimes too, even when we would rather be

the ideal example. Parents need to remember that their main job is to raise healthy,

productive children. It may not seem like fun to be so straight-laced but it pays off in the

long run.

Parental modeling is as important as any words that can be spoken. Therefore, it

begins with positive modeling behaviors and positive self-talk. “Modeling this new way

of thinking is a very effective way of encouraging your child to use it,” said Manassis

(1996). Again, children adapt the behaviors, attitudes, percepts, and self-talk that we



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Parental Reason








long run.







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Parental Reason








long run.







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instill in them. Many experienced parents have noted, children won’t always do as you

say but usually do as you do (Manassis, 1996).

Developing children’s self-esteem begins with the life of the parents. Self-esteem

is the ability to be assured of one’s own abilities, talents, worth, value, as well as having

personal acceptance, approval and respect for oneself.

Parents’ insecurities are frequently injected into the life of their children;

therefore, becoming the children’s own set of insecurities. Parents’ vulnerabilities

commonly become those of their children. Parents’ strengths and optimism can be an

asset for their children. Ultimately, children are a mirrored reflection of the life lived by

their parents. If parents have a particular set of perceived vulnerabilities, limitations,

negative self-talk, weaknesses, or negative habitual acts, then the propensity that their

children will develop such negative behaviors are increased. Likewise, if parents have

developed positive habits, self-talk, and perceivable strengths; their children are placed in

an advantageous position to develop a positive self-esteem.

Positive self-esteem begins with the parents and those who are in direct daily

contact with the children (i.e. teachers, coaches). If parents declare their love for their

children, but look at themselves with disdain, then the children will eventually begin to

adapt the negative self-talk of the parents. Parents are the gatekeepers of the negative and

positive self-talk. After all, children are not born with negative or positive self-talk, it is

formed through their primitive developmental years and is commonly a reflection of their

interaction with their parents. Parents will only exemplify what they personally know to



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be true in their own life. For if parents reject their own goodness; then their children are

surely going to develop a similar set of attitudes about themselves.

Parents who have developed a belief system that equate the worth of their person

to their behaviors, have a skewed view of themselves. “Affirming your worth is no easy

task. Right now you believe that your worth depends on your behavior.” Who we are, the

worth of our being, has nothing to do with the behaviors, attitudes or precepts that create

our image. Af ter all, our behaviors, attitudes and precepts most commonly reflect how

we see ourselves. Whereas, our worth should rely upon the unconditional understanding

that whatever we do, and who we are, as people; we are worthy of unconditional

acceptance, approval, and love.

Parents may have more influence on their children than they think. In some cases

this is good news, but for those parents more concerned about having a good time

themselves, or those working through their own addiction or mental health issues, this

can pose quite a challenge.

Family problems seem to have quite an impact on certain students' performance.

Family problems are the matter of your own. This makes family problem hard to solve,

because students must take action on his/her own regarding his/her family. If not taken

care as soon as possible, family problems may cause students to have their mental

dropped and resulted in low performance.

Academic performance of students can be improved with cooperation of parents.

If parents devote time to children and help them if needed, they will able to get better

grades.



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grades.



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grades.



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Children as well as students are being affected by the environment where and how

they had grown especially their home environment, and their academic performance in

school lies on how they are being motivated, on how they are being trained and most

especially on how their parents and siblings brought them up.

Kellaghan, et. al., (2005) proposed that academic success is what parents do in the

home and not children’s family background is significant. The parent-child interactions

are the forces that also lead to the academic performance. The relationship between

parents and siblings are very important in having a good academic performance.

There are students who may be bright but perform poorly despite the good

learning facilities in their schools. Among the factors that are blamed for the students’

poor academic performance and low motivation, the home environment is hardly

mentioned. The poor performance has raised concern and efforts had been made to find

out the reasons behind it.

Many factors such as lack of facilities in school, lack of teachers, indiscipline,

unfavorable home environment, low intelligence, anxiety, students’ need to achieve and

so on had been found to cause poor academic performance (Maundu, 2007).

There are many factors that may contribute towards students’ motivation to

achieve high in school. This study attempted to find out whether the differences in

academic achievement motivation among students can be attributed to differences in their

home environment.

Having a good relationship inside the home among family members may have a

great influence to the children as well as they can achieve their personal goals and



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home environment.





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home environment.





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moreover, meet their personal interest. On the other hand, children and students who do

have a good and peaceful relationship among family members and whom the family, is

depriving, mostly cannot perform in school and they are being affected not only in other

aspects of a person as a whole. The interest, attitude and personality of an individual

reflects on how he is being trained, disciplined and on how he is grown by his parents.

Parental education also has effects on student’s academic performance. Parental

occupation has little effect on their child’s performance in studies than their education. It

is very important to have comprehensible understanding of the factors that benefit and

hinder the academic progress of an individual’s education. Some learners wish to

progress in school but they might not always perform as they wish, even if they feel they

are trying their best.

Theory of Educational Productivity by Walberg (1981) determined three groups of

nine factors based on affective, cognitive and behavioural skills for optimization of

learning that affects the quality of academic performance: Aptitude (ability, development

and motivation); instruction (amount and quality) and; environment (home, classroom,

peers and television).

The home environment also affects the academic performance of students.

Educated parents can provide such an environment that suits best for academic success of

their children. The school authorities can provide counseling and guidance to parents for

creating positive home environment for improvement in students’ quality of work. The

academic performance of students heavily depends upon the parental involvement in their



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academic activities to attain the higher level of quality in academic success (Henderson,

1988).

There is a range of factors that affect on the quality of performance of students. A

series of variables are to be considered when to identify the affecting factors towards

quality of academic success. Identifying the most contributing variables in quality of

academic performance is a very complex and challenging job. Some are not aware of

factors that may hinder or improve academic performance and this may leave one

frustrated. Knowledge is power and once people know of something can act on it.

Parental involvement and motivation is crucial when it comes to academic performance.

Learners whose parents support them during studies are more likely to bear favorable

results than those who don’t get any support. It is very important for parents to help their

children in making sure they do their homework and assignments, support them during

exams, and even when children fail parents should still offer support and motivate them

to carry on. We need an effective and productive workforce in order to better develop our

nation. Through efficient support from the parents, teachers, the community and the

government, we will be able to achieve this.

Krashen (2005) concluded that students whose parents are educated score higher

on standardized tests than those whose parents were not educated. Educated parents can

better communicate with their children regarding the school work, activities and the

information being taught at school. They can better assist their children in their work and

participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999). Students staying far away

from their study center are often times the last to come to school and probably the last to



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1988).























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1988).























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go back home. This burden actually prompts parents to send them to board in order to

blacklist the chances of unforeseen circumstances.

B.A. Chansarkar and A. Mishaeloudis (2001) explained the effects of

qualification distance from learning place on student performance. It is also found that

those who live near the university perform better than other students. There are some

instances that can hinder our arrival to school, some of which are weather, accidents and

other unexpected happenings.

"When schools, families, and community groups work together to support

learning, children tend to do better in school, stay in school longer, and like school

more." That's the conclusion of a recent report from the Southwest Educational

Development Laboratory. The report, a synthesis of research on parent involvement over

the past decade, goes on to find that, regardless of family income or background,

"students with involved parents are more likely to:

Earn higher grades and test scores, and enrol in higher-level programs;

Be promoted, pass their classes, and earn credits;

Attend school regularly;

Have better social skills, show improved behavior, and adapt well to school;

and

Graduate go on to post secondary education, (Henderson & Mapp, 2002).

But if parents have a central role in influencing their children's progress in school,

research has shown that schools in turn have an important part to play in determining

levels of parent involvement (Epstein, 2001). Working to include parents is particularly



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and







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and







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important as students grow older and in schools with high concentrations of poor and

minority students (Rutherford, et al., 1993).



more," report from the Southwest Educational Development Laboratory Data from the

2000 administration of the National Assessment of Educational Progress showed that,

nationally, 90 percent of 4th graders were in schools where a school official reported that

more than half of parents participated in parent-teacher conferences. Among 8th graders,

though, that proportion dropped to 57 percent.

A report from the U.S. Department of Education cites several reasons for the

decline in involvement as children grow older. Parents of middle schoolers often report

feeling that children should do homework alone and that the parents should not try to

help if they are not experts in the subject. The structure of many middle schools can also

deter parents. Middle schools are larger and more impersonal than most elementary

schools, and students may receive instruction from several teachers, meaning parents no

longer have one contact in the school who knows their child well (Rutherford, et al.,

1993).

But research also shows there are ways middle schools can overcome such

impediments. Organizing a middle school so that at least one person knows each child

well, keeping a "parent room" in the building, and sponsoring parent-to-parent

communication and events are key parts of an effective parent-involvement program in

the middle grades (Berla, Henderson, & Kerewsky, 1989).



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1993).








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1993).








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Data also indicate that parent involvement can vary by poverty concentration and

minority enrolment in the school. The 2000 NAEP survey found that 73 percent of white

4th graders were in schools in which lack of parent involvement was deemed not to be a

problem, or to be only a minor problem. The same could be said for only 38 percent of

black 4th graders, however, and 48 percent of Hispanic 4th graders. Efforts to recruit

poor or non-English-speaking parents can include a bilingual hotline, transportation to the

school for the parent, translation services, or child care (Rutherford, et al., 1993). Among

poor students, defined as those eligible for the federal free or reduced-price lunch

program, 42 percent of 4th graders were in schools where lack of parent involvement was

not a problem or was only a minor problem. Of their better-off peers, 72 percent were in

such schools.

According to the National Network of Partnership Schools, for parent

involvement to flourish, it must be meaningfully integrated into a school's programs and

community. The network developed a framework of six types of parent involvement that

schools can use to guide their efforts. It says schools can:

Help families with parenting and child-rearing skills;

Communicate with families about school programs and student progress and

needs;

Work to improve recruitment, training and schedules to involve families as

volunteers in school activities;

Encourage families to be involved in learning activities at home;

Include parents as participants in important school decisions; and



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such schools.







needs;







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such schools.







needs;







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Coordinate with businesses and agencies to provide resources and services for

families, students, and the community (Epstein, 2001).

In an educational climate characterized by an enormous emphasis on

accountability, our nation has been busy defining its educational goals to enable us to

participate in a global economy. Even in this context, the concept of family and parent

involvement in school has remained a top priority. Two examples illustrate this point.

First, in 1994, Congress enacted the Goals 2000: Educate America Act. As stated in Goal

Eight, "by the year 2000, every school will promote partnerships that will increase parent

involvement and participation in promoting the social, emotional, and academic growth

of children" (Sec. 102, 8, A). Some of the objectives of this goal included the

establishment of programs to increase parent involvement, engaging parents in the

support of academic work of children at home and shared decision making at school.

Second, parents are mentioned more than 300 times in various parts of the No

Child Left Behind Act (2002), specifically in Section 1118, Title I. This section of the

Act is devoted solely to parent involvement. More specifically, this section requires that

school districts and schools receiving Title I dollars must have a written parent

involvement policy and build school capacity to effectively implement the parent policy

provisions. Additionally, this policy must be developed jointly with parents and the local

community. For the first time in the history of the Elementary and Secondary Education

Act (ESEA), the law contains a definition of parent involvement:

The participation of parents in regular, two-way, and meaningful communication

involving student academic learning and other school related activities including



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ensuring—that parents play an integral role in assisting their child's learning; that parents

are encouraged to be actively involved in their child's education at school; that parents are

full partners in their child's education and are included, as appropriate, in decision-

making and on advisory committees to assist in the education of their child; and that

other activities are carried out, such as those described in section 1118 of the ESEA

(Parent Involvement).

For the purpose of this column, we define parents as any family member,

including a blended or extended family member (Shartrand, Weiss, Kreider, & Lopez,

1997), or other adult (e.g., grandparent, stepparent, or someone standing in loco parentis)

who plays an important role in the child's life (National PTA, 2000) or contributes to the

learning of the child and his or her improvement in school. Readers are provided with a

brief historical overview of parent involvement in schooling, the positive effects of parent

involvement on students, related research on the topic, the challenges to effectively

involving parents and finally, some of the models of parent involvement that exists.

Historically, we have witnessed major changes in patterns regarding the

relationship between the school and the home. It has long been recognized that the parent

is the child's first teacher and that the home serves as the first classroom (Berger, 1995).

In the early 19th century, the community and the parents exerted considerable control

over the decisions of the school. The church, home and the community generally

supported the same agenda for student learning and the students' evolution into the adult

community (Prentice & Houston, 1975). Parents were directly involved in such decisions



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as hiring and firing teachers, determining the school calendar, and developing the school

curriculum (Epstein, 1986).

In the late 19th and early 20th centuries, different structures in school and family

relations developed. Separate tasks and responsibilities were delegated to the school and

the home (Katz, 1971). The school began to distance itself from parents, with the notion

that teachers had specialized knowledge and the belief that parents were not qualified to

contribute to issues related to curriculum and instruction. In the 1920s, parent

involvement entered what Henderson (1988) called the "bake sale" mode. Some authors

(Bushweller, 1996; Elkind, 1994) noted that parents were actually "dumping" their

parental responsibilities on the school and acknowledged that schools were assuming

more and more functions traditionally within the parent domain. By the 1950s, teachers

typically held the view that they should teach, and parents should simply be supportive of

the teachers and the school (Berger, 1995). By the 1960s, though, we began to see federal

legislation that mandated parent involvement in schools. Passage of the Elementary and

Secondary Education Act of 1965 (ESEA, 1965) was one of the first legislative acts

linking parent involvement to education. Title I, part of ESEA, required that parents serve

on school advisory boards and participate in classroom activities.

Discussing the divide between parents and the school, Jacobson (2002)

commented that, because parents lack the language or the educational background, some

educators might view them as incapable of anything that would make a difference in their

child's education. In short, the general acceptance of teaching as a profession began to



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change the face of parent involvement in schools (Berger, 1995; Epstein, 1996; Zellman

& Waterman, 1998).

Discussing the issue of parent involvement as it relates to middle grades

education, the Carnegie Council on Adolescent Development (1989) wrote:

Despite the clearly documented benefits of parent involvement for students'

achievement and attitudes toward school, parent involvement of all types declines

progressively during the elementary school years. By middle grade school, the home-

school connection has been significantly reduced, and in some cases is nonexistent (p.

66).

A similar analysis of declining parent involvement during the middle grades years

is offered by Gotts and Purnell (1987) and Epstein (1987).

As the history of parent involvement in schools move into the 21st century, we

can no longer regard parent involvement as simply including parents in fund-raising or

attending an occasional student play, music performance, or sports event. Parent

involvement, as mandated by No Child Left Behind, includes the concept of a meaningful

partnership consisting of regular communication and parent participation in the

development and implementation of a plan for school improvement (Cowan, 2003).

Increasing parent involvement, according to Myers and Monson (1992), is a positive

initiative because students learn more in schools where parents become involved and

offer their support.

No Child Left Behind has highlighted the importance of parent involvement,

however, the effects of parent involvement on making schools better and improving



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& Waterman, 1998).







66).
















27


& Waterman, 1998).







66).
















28

student achievement has been recognized for decades. While research regarding parent

involvement began in the mid-1960s, research pertaining to parent involvement in middle

schools did not appear until the mid-1980s. We saw the advent of this research in the

1960s, with the focus on at-risk students, the need for early intervention programs

(Bronfenbrenner, 1974), and initiatives designed by the federal government to mandate

parent involvement as a primary means to improving student learning. Parents, too, were

influenced by research in the late 1960s and early 1970s that suggested they should play a

greater role in school governance because of the effects of school decisions on both

children and their parents (Lightfoot, 1978 & Sarason, 1971).

A review of the research on parent involvement reveals that parent involvement

positively affects students' achievement (Epstein et al., 2002; Fan & Chen, 2001; Herman

& Yeh, 1983; National Middle School Association, 2003), attendance (Epstein, et al.,

2002), self-esteem (Mapp, 1997), behavior (Fan & Chen, 2001; National Middle School

Association, 2003), graduation (Lommerin, 1999), emotional well-being (Epstein, 2005),

and life goals (Lommerin, 1999) (see also Becher, 1984; Burke, 2001; Epstein & Dauber,

1989; Merenbloom, 1988; Olmstead & Rubin, 1982; Truby, 1987). Not only has a

compelling connection been found between student achievement and parent involvement,

but it is also interesting to note that these benefits cross lines of family income and parent

education level (Chavkin & Gonzales, 1995; Funkhouser, Gonzales, & Moles, 1998;

Henderson, 1981; Henderson &Berla, 1994; Pepperl & Lezotte, 2001; Young &

Westernoff, 1996).



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Westernoff, 1996).



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Westernoff, 1996).



29

Henderson and Mapp (2002) revealed in an analysis of 51 studies that students

with above average parent involvement had academic achievement rates that were 30%

higher than those students with below average parent involvement. Henderson and

Berla(1994) found that the most accurate predictors of student success in school were the

ability of the family (along with the help and support of school personnel) to (a) create a

positive home learning environment, (b) communicate high but realistic expectations for

their children's school performance and future careers, and (c) become involved in their

children's schooling. As Henderson and Berla wrote in the opening statement of their

book, A New Generation of Evidence: The Family Is Critical to Student Achievement,

"The evidence is now beyond dispute. When schools work together with families to

support learning, children tend to succeed not just in school, but throughout life" (p. 1).

Most studies show that the value of education is impressed upon students when

they see their parents and other family members involved in the school program (Myers

& Monson, 1992). Moreover, these studies attest to the benefits of successful parent

involvement, including:

1. Higher achievement

2. Improved school attendance

3. Improved student sense of well-being

4. Improved student behavior

5. Better parent and student perceptions of classroom and school climate

6. Better readiness to complete homework

7. Higher educational aspirations among students and parents



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8. Better student grades

9. Increased educational productivity of the time that parents and students spend

together

10. Greater parent satisfaction with teachers (Myers & Monson, 1992, p. 14).

In addition to the effects that parent involvement has on students, researchers

have examined variables that have most frequently been associated with parent

involvement in schools. Unfortunately, attempts to identify factors implicated in

variations in parent involvement have produced few consistent results. The factor most

examined is socioeconomic status (SES) (Corwin & Wagenaar, 1976; Herman & Yeh,

1983). This research concludes that family SES plays a role in parent-school relations,

but the general direction of its influence is too difficult to determine.

Teacher characteristics, such as level of education and sense of efficacy, have also

been studied. Higher levels of education have been associated with more positive

attitudes toward parent involvement (Becker & Epstein, 1982), but also with fewer parent

contacts and more disputes (Corwin & Wagenaar, 1976). Ashton, Webb, and Doda

(1983) studied teacher efficacy and found that lower levels of efficacy seem to be related

to reduce teacher-parent contacts. Grade level and class size have been studied as a

variable in the research on parent involvement. Lower grade levels have been associated

with teachers' use of more parent involvement strategies, and large class size has been

associated with more teacher efforts to involve parents (Becker & Epstein, 1982).

Additionally, Corwin and Wagenaar examined school formalization (i.e., rules and

controls) and centralization (i.e., hierarchical structuring of the organization) and found



30



together






















30



together






















31

that teachers in more formalized and centralized schools reported less parent

involvement.

Despite the positive effects of parent involvement on students' success in

achievement, attendance, attitudes, behavior, graduation, and life goals, parent

involvement must sometimes be urged, coaxed, supported by initiatives, legislated, or

mandated (Kerbow & Bernhardt, 1993). The real barriers that negatively affect the

engagement of parents and the mechanisms that encourage parents to become engaged in

their children's education have not been clearly understood (Kerbow & Berhhardt).

Moreover, there is sufficient evidence to suggest that parents and educators often have

conflicting views of the roles for parents in schools (Abrams & Gibbs, 2000).

Many parents face obstacles in their attempts to become involved in schools. A

few of the obstacles include (a) differing ideas among parents and teachers about what

constitutes involvement, (b) a less than welcoming atmosphere toward parents in schools

and classrooms, (c) minimal opportunities for involvement, (d) poor communication from

schools, (e) lack of parent education and parenting skills, (f) time and job pressures, and

(g) language barriers (Becker & Epstein, 1982; Hobbs et al., 1984; Lightfoot, 1978;

Lortie, 1975; Moles, 1982). To this list, Plevyak (2003) added (a) cultural differences, (b)

fear of authority-based institutions, (c) parent illiteracy, (d) family problems, (e) negative

education experiences, (f) health, (g) living arrangements, and (h) lack of resources

needed for participation to those factors that hinder parent involvement in schools.

From the viewpoint of teachers, research demonstrates that teachers may hesitate

to involve parents because of the time investment required, the absence of external



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involvement.























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involvement.























32

rewards for efforts to involve parents and problems with low commitment or skills on the

part of parents (Epstein & Becker, 1982; Moles, 1982). Additionally, teachers may

actually fear parents questioning their professional competence (Epstein & Becker, 1982;

Power, 1985) or blame them for children's problems (Vernberg & Medway, 1981).

In looking specifically at parent involvement in middle grades schools, research

from the Center for Prevention Research and Development (CPRD) at the University of

Illinois found that parents were generally not aware of established middle level practices

such as interdisciplinary teaming, advisory programs, integrated lessons, heterogeneous

grouping, exploratory activities or cooperative learning practices (Mulhall, Mertens, &

Flowers, 2001). In addition, disadvantaged families reported a greater lack of awareness

about these practices. Parents reporting higher levels of familiarity with middle level

practices were more likely to report positive attitudes and engagement at their child's

school.

The children benefit when their parents participate in and are supportive of their

schooling. The ways in which parents are, and should be, involved is less clear. In

attempting to understand and describe parent involvement, researchers have categorized

the forms and means through which parents participate. Models differ primarily in their

philosophy and purpose for involving parents.

Chrispeels (1991) presented a framework for describing how the school, home,

and community should work together. This model suggests that parent involvement has a

hierarchical structure with co-communication being the basis for other types of

involvement. Hence, more fundamental types of parent involvement occur that require



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school.












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school.












33

less skill than more complex types. Her model includes the following components: (a)

involving parents as partners in school governance, including shared decision making and

advisory functions; (b) establishing effective two-way communication with all parents;

(c) respecting the diversity and differing needs of families; (d) establishing strategies and

programmatic structures at schools to enable parents to participate; (e) providing support

and coordination for staff and parents to implement and sustain appropriate parent

involvement from kindergarten through high school; and (f) using schools to connect

students and families with community resources that provide educational enrichment and

support (see pp. 369–369).

Epstein (1985, 1987, 1988, 1995) and colleagues (Epstein, et al., 2002) developed

a framework of six major types of parent involvement (see Figure 1) that is the result of

many years of research in elementary, middle and high schools. Her typology is the

"primary framework to study parent involvement" (Chen & Chandler, 2001, p. 4), and

was used by the National PTA to provide standards for parent/family involvement

programs (National PTA, 1997).

Six types of parent involvement:

Type 1:

Parenting

Assist families with parenting skills, family support,

understanding child and adolescent development, and

setting home conditions to support learning at each age

and grade level. Assist schools in understanding

families' backgrounds, cultures and goals for children.



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Type 1:

Parenting








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Type 1:

Parenting








34

Type 2:

Communicating

Communicate with families about school programs and

student progress. Create two-way communication

between school and home.

Type 3:

Volunteering

Improve recruitment, training, activities and schedules

to involve families as volunteers and as audiences at the

school. Enable educators to work with volunteers who

support students and the school.

Type 4:

Learning at Home

Involve families with their children in academic

learning at home, including homework, goal setting,

and other curriculum-related activities. Encourage

teachers to design homework that enables students to

share and discuss interesting tasks with parents.

Type 5:

Decision Making

Include families as participants in school decisions,

governance, and advocacy activities through school

councils and improvement teams, committees, and

parent organizations.

Type 6:

Collaborating with the

Community

Coordinate resources and services for families,

students, and the school with community groups,

including businesses, agencies, cultural and civic

organizations and colleges and universities. Enable all

to contribute service to the community.



34

Type 2:

Communicating




Type 3:

Volunteering





Type 4:

Learning at Home






Type 5:

Decision Making





Type 6:


Community








34

Type 2:

Communicating




Type 3:

Volunteering





Type 4:

Learning at Home






Type 5:

Decision Making





Type 6:


Community








35

Davies' (1985, 1987) model has four categories of parent involvement. These

include: (a) co-production or partnerships, (b) decision making, (c) citizen advocacy, and

(d) parent choice. While the first three elements in the model are similar to what Epstein

and associates (2002) described, the fourth component, "parent choice," deals with issues

related to tuition tax credits, open enrolment plans, alternative public schools, and the

like. Other models have been developed by Berger (1991), Gordon (1979), Rutherford

(1993), and Berla, Henderson, and Kerewsky (1989).

Much of the research conducted on parent involvement in schooling has focused

on either elementary schools (e.g., Epstein, 1986) or a combination of elementary and

middle schools (e.g., Epstein & Dauber, 1989). There is certainly no debate regarding the

importance and benefits of involving parents in the education of their children. A

synthesis of the research on parent involvement in schooling reveals that the evidence is

consistent, positive, and convincing: families have a major influence on their children's

achievement in school and throughout life. When schools, families, and community

groups work together to support learning, children tend to do better in school, stay in

school longer, and like school more (Henderson & Mapp, 2002, p. 7).

Despite the value and importance of parent involvement to schooling, research

also documents the difficulty of achieving this goal. Cutright's (1984) study revealed

support for parent involvement but also the realization that involvement was quite low.

Greene and Tichenor (2003) reminded us that parents, too often, become and remain a

forgotten treasure.



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forgotten treasure.



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forgotten treasure.



36

We call on middle school practitioners and researchers to look more carefully at

the issues related to parent involvement in schooling during the middle grades years. As

middle school teachers and administrators strive to involve parents in meaningful ways,

we encourage them to conduct research (e.g., action research) at their schools and to

share the results with the larger middle grades community. We also urge middle grades

researchers to look more carefully at issues that are specifically related to the middle

school context. The models for parent involvement discussed earlier would be

appropriate to guide these research endeavors.

Epstein (1986) noted that there are two main theories of school and family

relations. One perspective emphasizes the "incompatibility, competition, and conflict

between families and schools and supports the separation of the two institutions" (p. 277).

In short, the goals of the school and the family can be best achieved "when teachers

maintain their professional, general standards and judgments about the children in their

classrooms and when parents maintain their personal, particularistic standards and

judgments about their children at home" (p. 277). The second theory emphasizes the

"coordination, cooperation, and complementarity of schools and families and encourages

communication and collaboration between the two institutions" (p. 277).

Schools must seek and find methods to increase the participation of parents in

their children's education. We are keenly aware that this participation decreases as

students enter middle schools, so the challenge is great for middle grades educators.

There are those who would argue that schools will be successful only to the degree that



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they are successful in involving parents (Cotton & Mann, 1994). Without parent support

and active participation, students do not achieve at acceptable levels (Walberg, 1984).

Myers and Monson (1992) offered a number of recommendations aimed at

encouraging and nurturing parent involvement in middle schools. Their recommendations

include (a) building a strong parent-school organization, (b) implementing an "open

door" policy for parents, (c) involving parents in the orientation programs as students

transition to middle school, (d) encouraging teachers to write personal notes to parents

about students' accomplishments, (e) conducting special events during the school year

that are geared toward parent participation, and (f) conducting surveys to affirm the

importance of parents' opinions (pp. 20–24).

We should not forget that students are not the only beneficiaries of parent

involvement. As parent involvement increases, teachers experience increased rates of

return on homework and develop a greater sense of efficacy and higher morale. They

report more success in their efforts to influence their students (Epstein, 2003). Parents,

too, report greater satisfaction with teachers.

Time Management and Discipline

"Your ability to think, plan and work hard in the short term and to discipline

yourself to do what is right and necessary before you do what is fun and easy is the key to

creating a wonderful future for yourself." Just like the Colonel, we know the right things

to do, but often choose an easier route. This is why self-discipline is the key ingredient

needed to break the habit of mediocrity (Tracy, 2010).



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Now-a-days college students are spending less time in studying. The fall 2003

survey conducted by the Higher Education Research Institute at UCLA’s Graduate

School of Education and Information Studies found that only 34% of today’s students are

spending more than six hours per week outside their classes on academic related

activities like completing homework, self-studying etc. during their high school period.

Today college students are less prepared for college level work than their predecessors.

Once they get into colleges, they tend to spend less time for studying and would like to

do job, some even full time (DT Smart, C.A. Kelly & J.S. Conant,1999). Time

management plays a vital role in improving student’s academic performance. Each and

every student should have time management ability which includes setting goals and

priorities, using time management mechanism (such as making “TO DO LIST”) and

being organized in using time. Here time management is only possible through self-

motivation. Performance = Ability. Motivation, for example, student with very high

ability but low motivation is unlikely to perform well, whereas a student with low ability

but high motivation is likely to perform well. That is the variability in motivation across

students. The basic problems or constraints related to time management are like:-

Spending hours on social – networking sites.

Talking too much on phone

No proper schedule

Working for the organization

No proper guidance

No goals, objectives, mission, vision or targets



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No proper schedule


No proper guidance




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No proper schedule


No proper guidance




39

Hanging outside with friends.

These are the few activities performed by today’s college students, which act as a

barrier between them and their academic performance. And due to mismanagement of

time they lag behind. This study will help to analyze the positive or negative impact of

time management on academic performance of students. It will also help to make some

decision about changes we would like to make to use our time more effectively. “There is

no one right way to manage our time; however; it is important to get to know our self, so

we can make good decisions about how to use our time.

Self-discipline can be considered a type of selective training, creating new habits

of thought, action, and speech toward improving yourself, reaching goals and can also be

task oriented and selective.

Waking up early for school has recently been acknowledged as a reason why

students are not performing to the best of their ability. Sleepy students are less likely to

pay attention to their teachers. Physical activity can improve student performance. The

brain is sharpened with physical exercise in the same way muscles are strengthened.

Academic performance increases when time management skills are well-handled.

Time management is a skill that directly impacts your academic performance.

Effective time management strategies make studying and schoolwork less overwhelming

and more enjoyable. Academic stress occurs when students feel the pressure of cramming

for exams, rushing through homework and getting minimal sleep because of

disorganization and worry. Effective time management techniques should not only be



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applied to your academic life but to your overall schedule to achieve success and peace of

mind.

One of the hardest parts of properly managing time is using your will power to

avoid common time wasters. This type of will power comes in the form of self-discipline.

Many people have a negative association to the word, discipline. The word, discipline,

means the practice of following rules or a code of behaviour. One of the ways that

discipline is enforced is through punishment. In this case it is the opposite. Without self-

discipline for time management one can experience the punishment of stagnation and

being unproductive.

Students who find time management difficult tend to lack motivation. There are

conflicting opinions regarding whether the lack of motivation stems from the frustration

of feeling that there is not enough time available to study and attend classes, or if the lack

of motivation was there to begin with, resulting in poorer academic performance. Either

way, students should focus on their goals with passion that will carry them through to

fruition. Sometimes this means rejuvenating by joining a gym or entertaining a hobby.

While this might seem to oppose the purpose of focusing on studies, exercise and

enjoyment can fit into a carefully planned schedule in such a way that will actually

increase motivation and encourage good study habits.

While students who manage time well undoubtedly achieve a higher level of

academic performance, their achievements also give them a greater sense of self-esteem.

Life is more enjoyable in general without the stress of a huge task list lingering in the

back of your mind. Confidence soars with higher grades, and the student carries those



40


mind.







being unproductive.
















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mind.







being unproductive.
















41

effective time management skills and learning habits into the work world. Their careers

and family life are bound to be more successful and stress-free, and the pride they feel

from academic success is one they will carry on to future generations.

Today’s college students are less prepared for college-level work than their

predecessors. Once they get to college, they tend to spend fewer hours studying while

spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S.

Conant, 1999).

There is perhaps no area of your life where self-discipline is more important than

in the way you manage your time. Time management is a core discipline that largely

determines the quality of your life. Peter Drucker says, “You cannot manage time; you

can only manage yourself.” Time management is really life management, personal

management, management of yourself, rather than of time or circumstances. Time is

perishable; it cannot be saved. Time is irreplaceable; nothing else can replace it. Time is

irretrievable; once it is gone or wasted, you can never get it back. Finally, time is

indispensable, especially for accomplishment of any kind. All achievement, all results, all

success requires time.

The fact is that you cannot save time; you can only spend it differently. You can

only move your time usage from areas of low value to areas of high value. Herein lies the

key to success, and the requirement for self-discipline. Time management is the ability to

choose the sequence of events. By exerting your self-discipline with regard to time, you

can choose what to do first, what to do second, and what to do not at all. And you are

always free to choose. You require tremendous self-discipline to overcome the



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Conant, 1999).


















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Conant, 1999).


















42

procrastination that holds most people back from great success. It is said that

“procrastination is the thief of life.” A native Indian once told me that it is even worse.

He said, “Procrastination is the thief of dreams.” The Pareto Principal, the 80/20 rule,

says that 20% of the things you do contain 80% of the value of what you accomplish.

This means that 80% of what you do is worth 20% or less of the value of what you

accomplish. Because of this disparity, some things you do are five times, and even ten

times, more valuable than other things. The challenge for most people is that the most

important things you do are big, hard, and difficult. The 80% of things that you do that

make little or no difference to your life are fun, easy, and enjoyable. You can tell the

value that something has to you by the amount of time you invest in it. You always pay

attention to and spend time on what you most value, whether it is your family, your

health, your social or sports activities or your money and career. It is only by looking at

how you spend your time that you, and everyone else knows what is really important to

you. The essence of time management is for you to discipline yourself to set clear

priorities, and then to stick to those priorities. You must consciously and deliberately

select the most valuable and important thing that you could be doing at any given time,

and then discipline yourself to work solely on that task. In your personal life, you goal is

to get the highest “return on energy” from your activities. Ken Blanchard refers to this as

getting the highest “return on life.” Just as you would be careful about investing your

money to assure that you get the highest rate of return, you must be equally as careful

when you invest your time. You must be sure that you earn the highest level of results,

rewards, and satisfaction from the limited amount of time you have.



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Always, before you commit to a time consuming activity, you must ask, “Is this

the very best use of my time?” Lack of self-discipline in time management leads people

to procrastinate continually on their top tasks, leading them to spend more and more time

on task of low-value or no-value. And whatever you do repeatedly eventually becomes a

habit. Many people have developed the habit of procrastination, of putting off their major

tasks and instead spending most of their time on activities that make very little difference

in the long run. One of the most important words in developing the discipline of time

management is “consequences.” Something is important to the degree that it has serious

potential consequences for completion or non-completion. A task or activity is

unimportant to the degree that it does not matter if it is done or not. Completing a course

of study at the university can have enormous consequences that can impact your life for

many years to come. Completing a major task at work, or making an important sale, can

have significant consequences on your job and your income.

On the other hand, drinking coffee, chatting with co-workers, reading the

newspaper, surfing the Internet or checking emails may be enjoyable but these activities

have few or no consequences. Whether you do them or not makes little or no difference

to your work or your life and it is precisely on these activities that most people spend

their time. There is a simple time management system that you can use to overcome

procrastination. It requires self-discipline, will power and personal organization, but by

using this system, you can double and triple your productivity, performance and output.

Start by making a list of everything you have to do each day, before you begin. The best

time to make this list is the evening before, at the end of the workday, so that your



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subconscious mind can work on your list of activities while you sleep. You will often

wake up with ideas and insights on how to more effectively complete the tasks of the day.

Apply the A B C D E Method to your list:

A = “Must do” – Serious consequences for non-completion;

B = “Should do” – Mild consequences for doing or not doing;

C = “Nice to do” – No consequences whether you do it or not;

D = “Delegate” – Everything you possibly can to free up more time for those

things that only you can do;

E = “Eliminate” – Discontinue all tasks and activities that are no longer essential

to your work and to achieving your goals.

Review your list of activities for the coming day and write an “A, B, C, D, or E”

before each task before you start. If you have several “A” tasks, separate them by writing

A-1, A-2, A-3, and so on. Do this with your B and C tasks as well. The rule is that you

should never do a B task when you have an A task left undone. You should never do a

lower value task when you have a higher value task before you. Once you have organized

your list using this system, discipline yourself to start on you’re A-1 task first thing in the

morning, before you do anything else. Once you have begun work on your most

important task, you must discipline yourself to concentrate single-mindedly, with 100%

of your time and attention, until that task is complete. It takes tremendous self-discipline

to select your most important task, and then to start on that task rather than doing

anything else. But once you begin working on it, you will start to feel a flow of energy

that motivates and propels you into the task. You will feel more positive and confident.



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You will feel excited and happy. The very act of starting on an important task raises your

self-esteem and motivates you to continue. Deep within each person is an intense desire

to feel strong, effective, powerful and in control of his or her life. You automatically

trigger these feelings of self-confidence and self-esteem when you start to work on the

task that is most important to you at the moment.

This ABCDE Method seldom takes more than about ten minutes to organize your

entire day. But you will save ten minutes in execution for every minute that you invest in

this way of planning before you begin. As you feel yourself moving forward, making

progress on your most important task, your brain will release a steady flow of endorphins,

nature’s “happy drug.” These endorphins will make you feel positive, focused, alert,

aware and completely in control. When you discipline yourself to continue to push

through against your natural resistance, and complete a major task, you get an “endorphin

rush.” You experience this as a sense of elation, exhilaration, happiness, and higher self-

esteem. By completing a major task, you feel exactly like an athlete who has crossed the

finish line first. You feel like a winner. Your payoff from excellent time management is

continuous. As soon as you begin to plan and organize your time, set priorities, and begin

on your A-1 task, you will feel happy and more in control of yourself and your life.

Starting today, you should apply these key time management principles to every

area of your life. Apply them to your work, your family, your health, your exercise

routine and your financial decisions and activities. You require tremendous discipline to

set priorities and then to stick to those priorities. You require the continuous exertion of

discipline and will power to overcome the procrastination that holds most people back.



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And the more you discipline yourself to use your time well, the happier you will feel and

the better will be the quality of your life in every area(Tracy, 2011). Time management

schemes require us to focus on positive discipline throughout the process of planning,

acting, and achieving. A positive approach to success is to understand that today's society

is based on responsibility, sharing responsibility, as well as cooperation and the

willingness to progress. No solution is precise, but when we find what works for us, and

adhere to the basic rules, we are well on our way to success in achieving our goals.

Therefore, in order to understand effective time management skills, we have to relearn

what we may have not been taught. Life is full of stressors and if we do not have positive

discipline to survive, we are often in more trouble than we realize. Goals and plans is

what make a person strive to achieve, and if we do not have our goals and plans in

perspective, it is most likely we are going to tire out or fail. To develop a sense of

responsibility we must have the make-up cultivated within us to survive.

There are some schedules of a small task for a given time of the day these are the

following: (a) schedule a particular task in the morning and once in the evening (b) the

task should not take more than 15 minutes (c) wait for the exact scheduled time (d) when

the schedule time is due, start the task (e) stick to the schedule for at least two months (f)

schedule a task and hold to its time; avoid acting on impulse (g) track your progress; at

the end of the allotted time, keep a record of accomplishment that builds over time (h) if

you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other

tasks, etc. Scheduling helps you focus on your priorities. By focusing on starting tasks

rather than completing them, you can avoid procrastination. Building a record will help



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you track how much time tasks take. Apply this technique to your homework or your

projects; you will be on your way to getting things done. Time management can become

an overwhelming task. When you do not have control over your own self, how can you

control time? Begin with task-oriented self-discipline and build from there. As you

control tasks, you build self-discipline. As you build self-discipline, you build time

management. As you build time management, you build self-confidence.

Health Conditions

Health is one important factor to be considered. No doubt that student's health

should be kept well in order to maintain performance. Breakfast is important and should

not be skipped. It acts as student's main energy to keep him/her well until lunch. Besides

breakfast, sports and nutrition must be well-balanced.

The physical condition of the student has a great deal to do with that person's

ability to do a good a good job on anything and to understand anything. For example, if

the student has poor eyesight, he or she might not be able to read well. If the student has a

hearing impairment, he or she might not be able to listen to and understand instructions.

If the student has a disease, it might impair his or her ability to do the required work.

As told from above, stress can be deadly for some students because it can drop

their performance down to the lowest level if not being taken care. There are many

factors that can cause stress, such as too many assignments, exam preparations, and lack

of self-confidence. Stress must be eliminated as soon as possible before it affects entirely

to student's performance. As we can see from a reliable source, there are many ways to



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Health Conditions

















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Health Conditions

















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reduce stress. One should be able to manage their time. Besides that, students should also

be able to create a perfect learning environment for their studies. These things will surely

reduce one's stress and improve his/her performance.

Peer Influence

Everyone needs to belong — to feel connected with others and be with others

who share attitudes, interests, and circumstances that resemble their own. People

choose friends who accept and like them and see them in a favorable light.

Students whose friends abide by the rules are more likely to succeed in school

than their peers who associate with students who behave poorly. Students who did not

associate themselves with defiant peers had higher GPAs than those who did. It was

insisted that the parents and other adults, such as teachers must pay attention to the

friendships being formed. Combined study with close friends will also help in

removing monotony. Students will be livelier in the presence of friends and will

utilize their study time properly. Although it is widely accepted that peer influence is a

powerful factor in adolescent development, profession use of this resource has been

generally confined to exceptional or problematic populations. The research literature

suggests that peer group programs have produced orderly, productive, and positive

academic and rehabilitative environments. Peer group paradigms have also generated

positive results in creating productive social group living environments and have

helped reduce aggressive behaviours in group living settings. This article suggests

elements to facilitate a peer group approach to cognitive problem-solving



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Peer Influence




















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Peer Influence




















49

development school and group living settings while highlighting the adult-imposed

roadblocks to that process.

The impact of peer influence on adolescent development is generally associated

with negative connotations. I believe that the use of the peer group as a vehicle for

problem-solving development has not been fully utilized, even though it presents

significant opportunities for childcare practitioners and educators. It is widely accepted

that membership in peer groups is a powerful force during adolescence. These groups

provide an important developmental point of reference through which adolescents gain an

understanding of the world outside of their families. Failure to develop close

relationships with age mates, however, often results in a variety of problems for

adolescents – from delinquency and substance abuse to psychological disorders (Hops,

Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less

companionship support from peers have been associated with a lower social self-concept

in adolescents.

As children progress through adolescence, they build knowledge bases that help

them navigate social situations. An abundance of literature has suggested that there is

considerable individual variation regarding cognitive skill development during

adolescence as it relates to peer influence. Poor peer relationships were closely associated

with social cognitive skill deficits. He found that adolescents who had developed positive

peer relationships generated more alternative solutions to problems, proposed more

mature solutions, and were less aggressive than youth who had developed negative peer



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in adolescents.










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in adolescents.










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relationships. Along those same lines, adolescents who compared themselves negatively

in reference to their peers experienced a reduction in attention to problem-solving tasks.

Most public and private childcare systems continue to overlook peer influence

despite the growing body of literature indicating that it represents a powerful force in

maintaining orderly, productive, and positive academic and rehabilitative environments

(e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow &

McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, &

Geik,1992; Wasmund, 1988). Schools all but ignore the incorporation of peer group

strategies as a vehicle for developing problem-solving skills in the classroom, focusing

instead on individual memorization of facts and concepts (while removing “problem”

children from the classroom). One only needs to review the contents of school

proficiency tests to realize that education administrators have become more interested in

teaching children “what” to think than “how” to think.

Similarly, rehabilitation programs generally focus on rules and conformity,

practices that are often designed to control youth and maintain staff-imposed order.

Mental health systems commonly focus on individual pathology and seek to improve

client functioning through adult-child counselling approaches. In those instances where

peer group approaches have been used with adolescents, it has usually been to arrest or

change maladaptive social behaviors. The peer group is a useful resource in decreasing

violence and aggression in children; the peer group process facilitated the disclosure of

victimization by adolescent sexual offenders.



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Over the past two decades, child- and family-service programs have popularized

the term empowerment and, to some extent, have incorporated peer-referenced paradigms

into their approaches with adolescents. Many programs have failed to truly value children

as partners in this process; instead, they have used peer influence to maintain order once

children have broken adult-imposed rules.

Adolescents who experience difficulty in means-end thinking often exhibit

characteristics of impulsivity engaging peers in a discussion that helps the youth identify

potential obstacles that must be overcome (the means) facilitates a process whereby the

child actually reaches his or her intended goal (the end). However, unless the practitioner

helps the peer group accurately identify the youth’s goal (e.g., power, recognition, and

acceptance); she or he is unlikely to generate an accurate discussion of potential

obstacles.

Social consequences must also be considered in effective problem solving,

although egocentricity during adolescence often delays the development of this skill.

Consequential thinking and perspective taking help the adolescent anticipate social

reactions to behaviors. Socially competent people know how other people have

influenced them, as well as how their own behavior may influence others. Developing

consequential thinking involves an awareness of social and personal motivation in one’s

self and in others, and it contributes to the development of empathy for other people’s

feelings. Knowing why one behaves the way one does allows the adolescent to alter

future interactions instead of repeating the same mistaken patterns.



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obstacles.












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obstacles.












52

The literature clearly highlights the potential for adults to capitalize on the

influence of peer relationships in facilitating adolescents’ cognitive development. The

only thing that gets in our way is our mindset regarding the value of adolescents as

partners in this process. Teachers who resist entering into partnerships with students point

out that their role is to educate – not raise – children. However, preparing students to

responsibly solve life’s problems is a primary function of the educator’s role. Failure to

recognize the impact of peer relationships on this process only serves to make teachers’

jobs more difficult and results in more troubled adolescents facing ejection from public

school settings.

Because the literature suggests that peer and familial influences interact to help

children develop healthy cognitive problem-solving skills, the importance of substitute

caregivers cannot be understated. In the family’s absence, teachers and childcare

practitioners provide valuable points of reference for the developing adolescent and

potentially could have an even greater impact on those students experiencing poor parent-

child relationships. A concept labelled “connectedness,” which entitles every child to

significant relationships with his or her adult caregivers.

The results of Zimmerman (1999, 2001) proved that student’s performance

depends on number of different factors; it says that weak peers might reduce the grades

of middling or strong students. (Alexander, Gur, et al., 1974; Fraser, Bean, et al., 1977)

explained that some of the practices adopted by college administration in higher

education like residential colleges or organized study groups also help to increase

performance.



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school settings.













performance.



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school settings.













performance.



53

Children and adults alike are influenced by their peers, but children who are still

in the process of developing a value system are more vulnerable to negative influences.

Parents should take a proactive position in discussions about friendships during early

childhood to lay the foundation for children making good choices later. You can help

your children make good decisions about friendships by teaching them early about what

being a good friend means, thus giving them some criteria for selection of friends.

Parents should not be hesitant about setting limits for their children if they find them

selecting misbehaving or negative friends. If you observe that a friend is a bad influence

on your children, it’s best to require that your children discontinue play with them

temporarily. It’s also important to explain to your children that people change, and when

their friends’ behaviors improve, they may play together again. You will want to

specifically emphasize that your children should be strong enough not to go along with

peers who are following negative paths. They may need to say to their friends. It’s

important for adolescents not to feel pressured by parents about making friends, or they

may choose negative peers out of desperation and loneliness. Lonely young people need

family encouragement for development of positive interests that will ultimately lead them

to positive peer groups and social confidence. Even during the teen years, kids need to

continue to be involved in family activities. If teens are lonely, you may wish to invite a

friend to join the family activities. On the other hand, if your teens are too social,

preserve family time for family bonding, and insist that friends do not join the family for

these special occasions.



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The most positive technique for removing an adolescent from a negative peer

group is getting her involved in a positive peer experience, such as a fun enrichment

program, a religious club or scout group, a special interest group, a sport, drama, art,

music, or creative writing activity, a summer program or camp, or a youth travel

experience.

Peers who smoke, drink alcohol, use drugs, and oppose school and parents will

put pressure on your children to do the same. Peers who are excellent students, involved

in extracurricular activities, and busy building skills and interests are likely to have a

positive effect on your children. Sometimes parents and teachers may be fooled by teens’

school behavior. That is, occasionally even positive kids lead a very different and

unhealthy social life outside of school. If your child is already in a negative peer group,

here are some suggested potential solutions for separating them from their negative

friends (a) teach values about friendship (b) develop criteria for decision making early (c)

set limits for children's friends (d) encourage independence (e) don't pressure children to

have friends (f) foster positive interests.

Unfortunately, all of these are more effective with children in middle school than

in high school, and none are guaranteed to be effective. All are worth considering (Sylvia

B. Rimm, 2010).

Teenagers have various peer relationships, and they interact with many peer

groups. Some students give in to peer pressure because they want to be liked, to fit in, or

because they worry that other students may make fun of them if they don't go along with



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experience.













B. Rimm, 2010).






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experience.













B. Rimm, 2010).






55

the group. Others may go along because they are curious to try something new that

others are doing.

In a natural step from childhood to adulthood, teens begin to seek intimate

relationships, which become an important part of their identity. Some teens' emotional

investment in such relationships is immense, which makes them vulnerable. Parents can

help by recognizing when relationships are getting more intense and by talking openly,

without judgment, about the possible future effects.

Friendships are very much an important aspect of the teen years. Understanding

the nature of peer influence can help support youth as they enter into this period and

follow the path towards close friendships that are hallmarks of adolescence.

Teens on the fringe feel like they don't fit in. They move away from the comfort

of childhood friendships with hopes of joining ranks with a difficult-to-penetrate new

circle of friends (e.g., cheerleaders, football team, and popular kids). This can leave kids

in limbo, lacking significant friendships and feeling a deep sense of loneliness. Those

feelings can leave kids vulnerable to high-risk behavior, such as drug use, sexual activity,

or petty crime, which they perceive as their ticket to acceptance.

Teens choose their friends, because of similar interests, or to make themselves

more popular. Their peers influence issues such as style and activities-the focus is on

fitting in. Before deciding to do something, teens often ask themselves, "what will my

friends think?" This does not mean their decisions are stupid. It means that there is a

trade-off between doing what one knows is right, and being accepted by peers.



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others are doing.






















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others are doing.






















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Kirby, Winston, et al., (2002) focused on student’s impatience (his time-discount

behavior) that influences his own academic performance. Goethe found out that weak

students do better when grouped with other weak students. As implied by Zajonc’s

analysis of older siblings (1976), it shows that students’ performance improves if they are

with the students of their own kind. Sacerdote (2001) finds that grades are higher when

students have unusually academically strong roommates.

Educational services are often not tangible and are difficult to measure because

they result in the form of transformation of knowledge, life skills and behaviour

modifications of learners. So there is no commonly agreed upon definition of quality that

is applied to education field.

Distractions

Television, games, mobile handsets, friends, etc,. all are the basis for a student’s

distractions from studies. For one or more of the reasons, parents decide to send their

children to board. Thus, it was being defined as something that can make an individual to

grow in different directions, to confuse and to perplex.

Distractions refer to the divided attention of an individual or group from the

chosen object of attention unto the source of distraction. These are caused by: the lack of

ability to pay attention; lack of interest in the object of attention; or the great intensity,

novelty or attractiveness of something other than the object of attention. Distractions

come from both external and internal sources.



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Distractions












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Distractions












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Academic Performance

“Education is what remains after one has forgotten what one has learned in

school. – Albert Einstein” This quotation said by Einstein states that, our education does

not reflect how expensive our tuition fees are or how high tech our schools either. It is the

capacity of an individual with a well-functioning mind to apply the concepts and

principles that he/she was taught and to be learned (the ability to perform new behavior).

Even before kids enter school, young children learn to walk, to talk, and to use their

hands to manipulate toys, food, and other objects. They use all of their senses to learn

about the sights, sounds, tastes, and smells in their environments. They learn how to

interact with their parents, siblings, friends, and other people important to their world.

When they enter school, children learn basic academic subjects such as reading, writing,

and mathematics. They also continue to learn a great deal outside the classroom. They

learn which behaviors are likely to be rewarded and which are likely to be punished.

They learn social skills for interacting with other children. After they finish school,

people must learn to adapt to the many major changes that affect their lives, such as

getting married, raising children, and finding and keeping a job.

Academic performance refers to how students deal with their studies and how

they cope with or accomplish different tasks given to them by their teachers. It is the

ability to study and remember facts and the capability to communicate acquired

knowledge verbally or down on paper. Academic performance generally refers to how

well a student is accomplishing his or her tasks and studies, but there are quite a number

of factors that determine the level and quality of students' academic performance.



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Academic achievement motivation is used to mean the pupils need or drive

toward the achievement of success in academic work (Amalaha, 2007). It is assumed that

people differ in their need to achieve in situations that call for excellence. Gasinde (2005)

argues that the urge to achieve varies from one individual to the other. For some, the need

for achievement is very high while for others it is very low. He adds that achievement

motivation is learnt through the socialization role models will hardly develop the need for

achievement. The family is obviously, a major socializing agent and therefore important

in determining the child’s motivation to achieve success in various areas. Sandven (2008)

conceives the motive to excel in academic work as an activation force, a drive or an urge

to achieve good results and recognition which to some degree in school.

Academic achievement is accomplished by the actual execution of class work in

the school setting. It is typically assessed by the use of teacher ratings, test and exams.

Research shows that student’s performance of academic competency decline as they

advance in school. This decline to various factors, including greater competition, less

teacher attention to individual student progress and stresses associated with school

transitions. Teachers who cared about learning and showed enthusiasm motivated

students. These teachers introduced topics in an interesting and challenging way, used

varied teaching strategies and promoted student involvement allowing participation in the

selection of learning activities.



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Demographic Profile

A demographic profile is a term used in marketing and broadcasting, to describe a

demographic grouping or a market segment. This typically involves age bands, social

class bands and gender (partially because different physical attributes require different

hygiene and clothing products, and partially because of the male/female mindsets). It can

be used to determine when and where advertising should be placed so as to achieve

maximum results.

A demographic profile includes civil status, place of residence and weekly

allowance of an individual.

Civil Status

A person’s civil status is his or her name, filiations and marital status. Acts of

civil status exists for birth, marriage, and death. It refers to the student’s personal status

whether single or married.

Civil status is the sum of acts and events concerning the life of a citizen: birth,

marriage, death, divorce and citizenship, registration of which falls within the remit of the

Office of Civil Statistics, whose function is carried out in Italy by municipal offices, and

abroad by consular offices.

The Office of Civil Statistics of a diplomatic or consular mission is responsible

for:

o registration of civil status (citizenship, birth, marriage and death), acts and

variations formalised by the consulate itself;



59

Demographic Profile






maximum results.



Civil Status









for:





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Demographic Profile






maximum results.



Civil Status









for:





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o reception of acts issued by foreign authorities and their communication to

Italian municipal offices for registration;

o reception of rulings and provisions issued abroad (e.g. divorce, adoption, etc.)

and their communication to Italian institutions for registration;

o communication of requests for change of name or surname to the authorised

Prefectures;

o drafting of verbal marriage bans and publication on-line;

o celebration of consular weddings, where not in opposition to local laws

(which may be refused if the parties do not reside in the consular jurisdiction).

Changes to the Marital Status Ground following the enactment of "Civil

Partnership and Certain Rights and Obligations of Cohabitants Acts” in January 2011.

Section 2(1) of the Act of 2000 is amended --(a) by inserting the following

definition: " 'civil status' means being single, married, separated, divorced, widowed, in a

civil partnership within the meaning of the Civil Partnership and Certain Rights and

Obligations of Cohabitants Act 2010 or being a former civil partner in a civil partnership

that has ended by death or been dissolved;",(b) by deleting the definition "marital status",

and (c) by inserting, in the definition "near relative", "or civil partner within the meaning

of the Civil Partnership and Certain Rights and Obligations of Cohabitants Act 2010"

after "spouse". The Act of 2000 is amended by substituting "civil status" for "marital

status" wherever it appears.



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Prefectures;

















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Prefectures;

















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Place of Residence

Place of residence refers to dwelling in which a person lives most of the time.

Disagreement is present in the literature in relation to the impact of residence on the

academic performance of college and university students. Almost all studies reported in

the literature report on investigations of first year collegiate experiences. Some of the

reported studies investigated narrowly defined segments of student populations, and

many failed to assess intervening variables such as academic ability.

Brody (1988) found that early entry freshmen who commuted to classes

performed at a higher academic level than did students who lived on campus. Early entry

students, however, are younger (at times substantially so) than the typical first year

college student. Thus, it would not be prudent to generalize this finding to the broader

first year collegiate population.

Schroeder and Griffin (1976) found that first year students living on campus

performed better academically than did commuter students. The resident student sample,

however, was comprised of students enrolled in an engineering education program who

were housed in an on campus residence hall specifically dedicated to engineering

students. Again, therefore, it would not be prudent to generalize this finding to the

broader first year collegiate population.

Weekly Allowance

Purita P. Bilbao, et al., (2000) quoted, “my child and my money go to this school”. It

simply means that parents are best supporters of the school especially they are the ones



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Place of Residence


















Weekly Allowance





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Place of Residence


















Weekly Allowance





62

paying for their child education. Parents would be willing to pay the cost of educating

their child for as long as their children get the best learning or schooling experiences.

Parents provide curriculum materials that are not provided in schools. They provide

permission for their children to participate in various activities outside the school

campus.

Hunt (1998) further mentioned that economic instability are inflation maybe is the

most pleasing problem of the Filipino family. The lack of financial resources and or

competition for the little that is available affects the relationship of the family members.

Dana Anspach added that the key to budgeting by using a weekly allowance is to

determine how much you can spend each week, and act as if there is no more available.

There are eight reasons everyone should use a weekly budget: (a) Keeps you

aware of how much is going out, (b) Gets you out of the habit of using ATMs & Debit

Cards, (c) Makes you think twice before spending on a spur of the moment purchase, (d)

Teaches you and your other family members how to manage money, (e) Makes budgeting

easier, and more accurate, by not having to track the little purchases, (f) Helps you save

lots of money, (g) Encourages you to achieve your dreams by spending money on the

things that are truly important to you.

Sharon M. Danes (2008) suggested guidelines for giving pupils allowance it must

be consistent. Set a day to give the allowance agree upon the amount and limits for

spending. Try an allowance contract that both child and parents sign. Children need to be

able to spend some money however they wish. They need to practice making their own

decisions, don’t come to the rescue every time your child’s runs out of money. If your



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campus.




















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campus.




















63

child is ever going to learn how to manage money, he/she must face the consequences of

his/her own spending mistakes. Money is not generally expected as a reward or

punishment. Children who are given money for making like good grades, thoughtfulness,

or helping at home to train but a monetary value on character of achievement.



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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, the respondents of the study, the

sampling technique, the data gathering instrument, the validity and reliability of the

research instrument, the data gathering procedure and the data analyses.

Research Design

The methods used in this research study were descriptive and survey method. The

said methods were used to determine who were the boarding, non-boarding, and transient

boarding teacher education students and to figure out the factors that affect students’

decision whether they were going to board, not to board or to be transient boarding that

could help develop their academic performance.

Respondents of the Study

The respondents of the study were 297 teacher education students; 190 were

boarding, 99 were non-boarding, and eight were transient boarding students of the

College of Teacher Education, Central Philippines State University, Main Campus,

enrolled in the first semester of academic year 2012-13.



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CHAPTER III





Research Design













64

CHAPTER III





Research Design













65

Sampling Technique

Slovin’s formula was used in solving for the number of respondents of the study.

Out of 507 total population, 365 were boarding and 190 was used as respondents, 134

were non-boarding and 99 was used as respondents, and eight transient boarding was

used as respondents. The simple random sampling technique using fishbowl method was

used in determining the respondents of this study.

Data Gathering Instrument

The researchers in the investigation used the self-made survey questionnaire. The

said questionnaire contained five questions for every factor that needed to be answered

honestly and accurately by the respondents. There were five factors namely: parental

reason, time management and discipline, health conditions, peer influence and

distractions. The scaling of the factors utilized Likert Scale as 1- Strongly Disagree, 2-

Disagree, 3- Neither Agree/Disagree, 4- Agree, and 5-Strongly Agree.

On the other hand, the General Point Average of the respondents was taken from

the files of the College of Teacher Education Office and were used as the academic

performance of the students.

Validity and Reliability of the Research Instrument

The research instrument constructed by the researchers had undergone validation

of the jurors to provide precise data that would give meaningful and useful results

regarding this study. All comments and suggestions of the jurors were reflected to obtain



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Sampling Technique






















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Sampling Technique






















66

a new and valid questionnaire. The result of the validity of the questionnaire was 3.1 and

was considered as valid.

To test the consistency of results, the researchers used the test-retest method

utilizing 15 students from the College of Agriculture. The researchers came up with the

mean of 0.92 result which revealed that the pre-test and post-test were dependent. It

resulted to a high correlation to each other. Therefore, the questionnaire was considered

reliable.

Data Gathering Procedure

The research study focused on the “Factors Affecting Boarding, Non-boarding,

and Transient Boarding Teacher Education Students in Relation to their Academic

Performance.” Upon the approval of the research problem and validation of the research

instrument, the researchers sent a letter of request to the Vice President for Academic

Affairs of the Central Philippines State University and to the Dean of the College of

Teacher Education for approval to conduct the study. The questionnaires were conducted

personally to the respondents, the purpose of the study and the content of the

questionnaire had been explained to them. After answering, the questionnaires were

gathered immediately. Data were tabulated, analyzed and interpreted.



66







reliable.













66







reliable.













67

Data Analyses

The data gathered were analyzed using the appropriate statistical tools in order to

give meaningful descriptive interpretation of the results and findings of the study. The

following were:

To answer Problem No. 1: What is the demographic profile of boarding, non-

boarding and transient boarding teacher education students in terms of:

a. Civil Status,


c. Weekly allowance?

Frequency and Percentage were used.

To answer Problem No. 2: What is the extent of the factors when grouped


Mean was used and interpreted using the scale below.

Scale Interpretation

4.20-5.00 Very High Extent

3.40-4.19 High Extent

2.60-3.39 Moderate Extent

1.80-2.59 Low Extent

1.00-1.79 Very Low Extent



67

Data Analyses



following were:



a. Civil Status,















67

Data Analyses



following were:



a. Civil Status,















68

To answer Problem No. 3: What is the academic performance of boarding, non-




1.5-1.0 Above Average

2.0-1.6 Average

2.1 below Below Average

To answer Problem No. 4 and No. 5: Is there a significant difference on the

extent of the factors when grouped according to boarding, non-boarding and transient

boarding teacher education students? and Is there a significant difference on the extent of

the factor when compared to each factor?

ANOVA (Analysis of Variance) and LSD (Least Square Difference) were used.

To answer Problem No. 6: Is there a significant difference on the academic

performance of boarding, non-boarding and transient boarding teacher education

students?

ANOVA (Analysis of Variance) was used.

To answer Problem No. 7: Is there a significant relationship between the

identified factors and academic performance of teacher education students?

Pearson-r was used.



68






2.0-1.6 Average









students?




Pearson-r was used.



68






2.0-1.6 Average









students?




Pearson-r was used.



69

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results and discussions on the “Factors Affecting

Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation

to their Academic Performance” in the College of Teacher Education, CPSU, Main

Campus.

The first problem of this research was, “What is the demographic profile of

boarding, non-boarding, and transient boarding teacher education students in terms of:

Civil Status, Place of Residence and Weekly Allowance?”

Table 1.a. Civil Status of Boarding, Non-Boarding and Transient Boarding TeacherEducation Students

CIVILSTATUS

BOARDING NON-BOARDING TRANSIENTBOARDING

f % f % f %Single 190 100 96 97 8 100Married 0 0 3 3 0 0Total 190 100 99 100 8 100

The table 1a shows that out of 297 total respondents, there were 190 boarding

students and all of them were single, 99 were non- boarding and 96 were single and only

three were married, and the eight transient boarding students were single.

This revealed that most of the respondents were single.



69

CHAPTER IV





Campus.





CIVILSTATUS









69

CHAPTER IV





Campus.





CIVILSTATUS









70

Table1b. Place of Residence of Boarding, Non-Boarding and Transient BoardingTeacher Education Students

The table 1b shows that out of 190 boarding students, 117 or 61.5% were residing

at Kabankalan City while Cauayan, Victorias, San Enrique, and Bayawan had a few

residents which composed of one or 0.5% respectively. The 99 non-boarding students

were composed of 59 or 59.6% were residing at Kabankalan City and 40 or 40.4% were

residing at Mabinay. The eight transient boarding students was composed of 4 or 50%

were residing at Kabankalan City and Mabinay respectively.

This reveals that most of the respondents resided in Kabankalan City while least

of the respondents resided in Cauayan, Victorias, San Enrique, and Bayawan,

respectively.

PLACE OFRESIDENCE


f % f % f %Kabankalan City 117 61.5 59 59.6 4 50Mabinay 32 16.8 40 40.4 4 50Ilog 18 9.4Candoni 7 3.7Sipalay 4 2.1Bago 3 1.5Himamaylan 3 1.5San Carlos 3 1.5Cauayan 1 0.5Victorias 1 0.5San Enrique 1 0.5Bayawan 1 0.5Total 190 100 99 100 8 100



70










respectively.

PLACE OFRESIDENCE





70










respectively.

PLACE OFRESIDENCE





71

Table 1c. Weekly Allowance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students

WEEKLYALLOWANCE

BOARDING NON-BOARDING

TRANSIENTBOARDING

f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100

The table 1c shows that out of 190 boarding students, 94 had P201-400 weekly

allowance (49.5%), and 7 or 3.7% had P601-800 weekly allowance.

The 99 non-boarding students, 55 of them had P201-400 weekly allowance

(53.5%), and 2 or 2.0% had P601-800 weekly allowance.

The eight transient boarding students, four of them had P201-400 weekly

allowance (50%) and four or 50% had P401-600 weekly allowance.

This shows that most of the respondents had P201-400 weekly allowance and few

of them had P601-800 weekly allowance.

This was supported by Purita P. Bilbao, et al, (2000) quoted, “My child and my

money go to this school”. It simply means that parents are best supporters of the school

especially they are the ones paying for their children’s education. Parents would be

willing to pay the cost of educating their children for as long as their children get the best

learning or schooling experiences. Parents provide curriculum materials that are not

provided by the schools. They provide permission for their children to participate in

various activities outside the school campus.



71


WEEKLYALLOWANCE


TRANSIENTBOARDING

f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100


















71


WEEKLYALLOWANCE


TRANSIENTBOARDING

f % F % f %100-200 9 4.7 8 8.1201-400 94 49.5 55 53.5 4 50401-600 80 42.1 36 36.4 4 50601-800 7 3.7 2 2.0Total 190 100 99 100 8 100


















72

The second problem of this research was, “What is the extent of the factors when

grouped according to boarding, non-boarding and transient boarding teacher education

students?

Table 2. Extent of the Factors when grouped according to Boarding, Non-Boardingand Transient Boarding Teacher Education Students

TYPE PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS

Mean Interpret-ation





Boarding 2.91 ModerateExtent

4.25 Very HighExtent

3.92 HighExtent

3.44 HighExtent

2.98 ModerateExtent

Non-boarding 4.37

Very HighExtent 3.93

HighExtent 4.16

HighExtent 3.24

ModerateExtent 4.07

HighExtent

Transientboarding 4.15

HighExtent 4.23


VeryHighExtent

4.13HighExtent 4.43

VeryHighExtent

The table 2 shows that as to boarding, the mean of time management and

discipline was 4.25, interpreted as very high extent and parental reason was 2.91,

interpreted as moderate extent.

As to non-boarding, parental reason had the mean of 4.37, interpreted as very high

extent and peer influence had the mean of 3.24, interpreted as moderate extent.

As to transient boarding, all the identified factors had almost the same extent.

This implies that among the five factors, time management and discipline had the

highest extent for boarding students and parental reason had the highest extent for non-

boarding students. However, all the factors for transient boarding had almost the same

extent.

The third problem of this research was, “What is the academic performance of

boarding, non-boarding and transient boarding teacher education students?



72



students?


TYPE PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS








3.92 HighExtent

3.44 HighExtent

2.98 ModerateExtent

Non-boarding 4.37


HighExtent 4.16

HighExtent 3.24

ModerateExtent 4.07

HighExtent


HighExtent 4.23


VeryHighExtent

4.13HighExtent 4.43

VeryHighExtent










extent.





72



students?


TYPE PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS








3.92 HighExtent

3.44 HighExtent

2.98 ModerateExtent

Non-boarding 4.37


HighExtent 4.16

HighExtent 3.24

ModerateExtent 4.07

HighExtent


HighExtent 4.23


VeryHighExtent

4.13HighExtent 4.43

VeryHighExtent










extent.





73

Table 3.Academic Performance of Boarding, Non-Boarding and Transient BoardingTeacher Education Students

TYPE MEAN INTERPRETATIONBoarding 1.87 AverageNon-boarding 1.87 AverageTransient boarding 1.74 Average

The table 3 shows that the mean of boarding teacher education students was 1.87,

non-boarding was 1.87 and transient boarding was 1.74 and were interpreted as average.

This implies that the teacher education students were well motivated and

dedicated in their studies. They were determined to finish their studies despite of the

hardships they had been encountered for they were supported by their parents in

complying their requirements on time for the sake of their grades. They wanted to excel

more and did not want to fail because of the standards in the College of Teacher

Education for they were taught and expected to be competitive students.

Amalaha (2007) also added that academic achievement motivation is used to meet

the pupils’ need or drive toward the achievement of success in academic work. It is

assumed that people differ in their need to achieve in situations that call for excellence.

Gasinde (2005) argues that the urge to achieve varies from one individual to the

other. For some, the need for achievement is very high while for others it is very low. He

adds that achievement motivation is learnt through the socialization role models will

hardly develop the need for achievement. The family is obviously, a major socializing

agent and therefore important in determining the child’s motivation to achieve success in

various areas.



73



















various areas.



73



















various areas.



74

In addition, Sandven (2008) conceives the motive to excel in academic work as an

activation force, a drive or an urge to achieve good results and recognition which to some

degree in school.

The fourth problem of this research was, “Is there a significant difference on the


boarding teacher education students?”

Table 4a. Difference on the Extent of the Factors when grouped according toBoarding, Non-Boarding, and Transient Boarding Teacher EducationStudents

FACTOR F-VALUE P-VALUE DECISION forHo

CONCLUSION

Parental Reason 153.6 0.000 Reject SignificantTime Managementand Discipline 7.8

0.001 Reject Significant

Health Conditions 6.0 0.003 Reject SignificantPeer Influence 9.4 0.000 Reject SignificantDistractions 85.3 0.000 Reject Significant

The table 4a shows the f-computed value of parental reason as a factor was 153.6

with a p-value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected.

The extent of parental reason as a factor was significantly different among boarding, non-

boarding and transient boarding students.

The f-computed value of time management and discipline as a factor was 7.8 with

a p-value of 0.001 that was less than =0.05. Thus, the null hypothesis was rejected. The

extent of time management as a factor was significantly different among boarding, non-




74



degree in school.






CONCLUSION














74



degree in school.






CONCLUSION














75

The f-computed value of health conditions as a factor was 6.0 with a p-value of

0.003 that was less than =0.05. Thus, the null hypothesis was rejected. The extent of

health conditions as a factor was significantly different among boarding, non-boarding

and transient boarding students.

The f-computed value of peer influence as a factor was 9.4 with a p-value of


peer influence as a factor was significantly different among boarding, non-boarding and

transient boarding students.

The f-computed value of distractions as a factor was 85.3 with a p-value of 0.000

that was less than =0.05. Thus, the null hypothesis was rejected. The extent of parental

reason as a factor was significantly different among boarding, non-boarding and transient

boarding students.

This implies that all the five identified factors have a significant difference as to

boarding, non-boarding and transient boarding teacher education students.

Table 4b. Least Square Difference

TYPE

PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

FACTORS

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS

Mean Mean Mean Mean Mean

Boarding 2.91b 4.25a 3.92b 3.44b 2.98bNon-

boarding 4.37a 3.93b 4.16a 3.24b 4.07aTransientboarding 4.15a 4.23ab 4.38a 4.13a 4.43a



75












boarding students.




TYPE

PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

FACTORS

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS






75












boarding students.




TYPE

PARENTALREASON

TIMEMANAGEMENT

AND DISCIPLINE

FACTORS

HEALTHCONDITIONS

PEERINFLUENCE

DISTRACTIONS






76

The above table shows that the extent of parental reason as a factor for boarding

students was significantly different than that of the non-boarding and transient boarding

students. The extent of time management and discipline as a factor for boarding students

was significantly higher than non-boarding students and not significantly different to

transient boarding students. The extent of health conditions as a factor for boarding

students was significantly lower than that of the non-boarding and transient boarding

students. The extent of peer influence as a factor for transient boarding students was

significantly higher than that of boarding and non-boarding students. The extent of

distractions as a factor for boarding was significantly lower than that of non-boarding and


The fifth problem of this research was, “Is there a significant difference on the

extent of the factor when compared to each factor?”

Table 5a. Difference on the Extent of the Factor when Compared to Each Factor

TYPE F-VALUE P-VALUE DECISION for Ho CONCLUSIONBoarding 127.72 0.000 Reject SignificantNon-boarding 39.49 0.000 Reject SignificantTransientBoarding 0.09 0.984 Accept Not Significant

The table 5a shows that the f-computed value of boarding was 127.72 with a p-

value of 0.000 that was less than =0.05. Thus, the null hypothesis was rejected. The

extent of the factors as to boarding students was significantly different among each

factor.



76


















factor.



76


















factor.



77

The f-computed value of non-boarding was 39.49 with a p-value of 0.000 that was

less than =0.05. Thus, the null hypothesis was rejected. The extent of the factors as to

boarding students was significantly different among each factor.

The f-computed value of transient boarding was 0.09 with a p-value of 0.984 that

was greater than =0.05. Thus, the null hypothesis was accepted. The extent of the

factors as to transient boarding students was not significantly different among each

factor.


TYPE FACTORSParentalReason

TimeManagement and

Discipline

HealthConditions

PeerInfluence

Distractions

Boarding 2.91d 4.25a 3.92b 3.44c 2.98dNon-boarding 4.37a 3.93b 4.16b 3.24c 4.07bTransientboarding 4.15a 4.23a 4.38a 4.13a 4.43a

The table above shows that time management was significantly higher than the

rest of the factors for boarding students. Therefore, it was considered as the most

influencing factor for boarding students.

The students were boarding because they did not want to be late from their

respective classes as well as they did not want to experience traffic and risk during travel.



determines the quality of your life. Peter Drucker added, “You cannot manage time; you



77







factor.



TimeManagement and

Discipline

HealthConditions

PeerInfluence

Distractions












77







factor.



TimeManagement and

Discipline

HealthConditions

PeerInfluence

Distractions












78


management, management of yourself, rather than of time or circumstances.

According to Tracy, (2011) the more you discipline yourself to use your time

well, the happier you will feel and the better will be the quality of your life in every area.

Time management schemes require us to focus on positive discipline throughout the

process of planning, acting, and achieving. A positive approach to success is to

understand that today's society is based on responsibility, sharing responsibility, as well

as cooperation and the willingness to progress.”

On the other hand, parental reason was significantly higher than the rest of the

factors for non-boarding students. Therefore, it was considered as the most influencing

factor for non-boarding students.

Majority of the respondents that were non-boarding were the students who had

houses near the school for they were being advised by their parents to go home after their

classes.

Students are not boarding for they want to feel the company of their parents and

they are comfortable in their houses that even how far their houses are, they still go

home. The very reason why students tend not to board was because of parental reason

factor. They wanted to be at home for they will always want to feel the company of their

parents. “There is no other place like home”, as the saying stated that a person feels

comfortable in his home. One is free to do anything anytime he wanted to in his home. If

a student’s house is near to the school, it is one reason that he/she prefers to go home.



78














classes.










78














classes.










79

They are also advised by their parents to go home after classes in order to monitor their

performance in school. In this way, they can help their parents in household chores.

However, there was no significant factor for transient boarding. Thus, there was

no influencing factor because all factors had almost the same extent.

The sixth problem of this research was, “Is there a significant difference on the

academic performance of boarding, non-boarding and transient boarding teacher

education students?

Table 6. Difference on the Academic Performance of Boarding, Non-boarding andTransient Boarding Teacher Education Students

f-VALUE p-VALUE DECISION forHo

CONCLUSION

Grade by Type 0.393 0.67 Accept Not Significant

The table 6 shows that there was no significant difference in the academic

performance of teacher education students when grouped according to: boarding, non-

boarding and transient boarding. As to p-value it had 0.67 which implied that the

academic performance of teacher education student respondents was not dependent

whether they were boarding, non-boarding and transient boarding.

Students perform well in school. It doesn’t matter whether they are boarding, non-

boarding or transient boarding. They can excel in several ways as long as they want to.

The boarding students prefer not to go home in order for them to be free from travel and

can study their lessons in their boarding houses. The non-boarding students choose to go

home for they are comfortable and can study their lessons well in their homes. The

transient boarding students will board or go home as long as they can focus on their



79







education students?



CONCLUSION















79







education students?



CONCLUSION















80

studies. These three options will be chosen by the students depending on the situation

they are in that they can concentrate and focus on their lessons wherein their academic

performance will not be affected whether they are boarding, non-boarding or transient

boarding.

The seventh problem of this research was, “Is there a significant relationship

between the identified factors and the academic performance of teacher education

students?

Table 7. Relationship between the Identified Factors and Academic Performance ofTeacher Education Students.

FACTORS ANDGRADE

CORRELATIONCOEFFICIENT

p-VALUE DECISION forHo

CONCLUSION

Parental Reason andGrade

Time Managementand Disciplineand Grade

Health Conditions andGrade

Peer Influence andGrade

Distractions and Grade

0.109

-0.020

-0.006

-0.004

0.079

0.062

0.726

0.922

0.950

0.172

Accept

Accept

Accept

Accept

Accept

Not Significant

Not Significant

Not Significant

Not Significant

Not Significant

The table 7 shows that parental reason, time management and discipline, health

conditions, peer influence and distractions were not significant with the grade of teacher

education student respondents therefore, the null hypothesis was accepted.

This implies that the academic performance of boarding, non-boarding and

transient boarding teacher education student respondents were not dependent on the

identified factors. Therefore, the five (5) identified factors were not the hindrance for

teacher education student respondents towards their academic performance.



80




boarding.



students?


FACTORS ANDGRADE



CONCLUSION






0.109

-0.020

-0.006

-0.004

0.079

0.062

0.726

0.922

0.950

0.172

Accept

Accept

Accept

Accept

Accept

Not Significant

Not Significant

Not Significant

Not Significant

Not Significant










80




boarding.



students?


FACTORS ANDGRADE



CONCLUSION






0.109

-0.020

-0.006

-0.004

0.079

0.062

0.726

0.922

0.950

0.172

Accept

Accept

Accept

Accept

Accept

Not Significant

Not Significant

Not Significant

Not Significant

Not Significant










81



grades.







81



grades.







81



grades.







82

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and recommendations

of the study. This study was about the factors affecting boarding, non-boarding and

transient boarding teacher education students in relation to their academic performance.

Summary of Findings

The following are the findings of factors affecting boarding, non-boarding and


As to demographic profile, most of the boarding and non-boarding students were

single, resided in Kabankalan City and had a weekly allowance of P201-400. On the

other hand, transient boarding students were single, resided both in Kabankalan City and

Mabinay and had a weekly allowance ranging P201-400 and P401-600.

As to boarding, time management and discipline had the highest extent. As to

non-boarding, parental reason had the highest extent. As to transient boarding, the extent

of the identified factors was almost the same.

The academic performance of boarding, non-boarding and transient boarding

teacher education students was average.

The extent of parental reason as a factor for boarding students was significantly

different than that of the non-boarding and transient boarding students. The extent of time

management and discipline as a factor for boarding students was significantly higher than



82

CHAPTER V





Summary of Findings

















82

CHAPTER V





Summary of Findings

















83

non-boarding students and not significantly different to transient boarding students. The

extent of health conditions as a factor for boarding students was significantly lower than

that of the non-boarding and transient boarding students. The extent of peer influence as a

factor for transient boarding students was significantly higher than that of boarding and

non-boarding students. The extent of distractions as a factor for boarding was

significantly lower than that of non-boarding and transient boarding students.

Time management was significantly higher than the rest of the factors for

boarding students. Therefore, it was considered as the most influencing factor. On the

other hand, parental reason was significantly higher than the rest of the factors for non-

boarding students. Therefore, it was considered as the most influencing factor. However,

there was no significant factor for transient boarding. Thus, there was no influencing

factor because all factors have almost the same extent.

There was no significant difference on the academic performance of teacher

education students when grouped according to: boarding, non-boarding and transient

boarding because it was not dependent whether they were boarding, non-boarding and

transient boarding.

There was no significant relationship between the identified factors and academic

performance of teacher education students.



83
















transient boarding.





83
















transient boarding.





84

Conclusions

Based on the results of the study, the researchers had concluded the following:

As to demographic profile, most of the teacher education students were single,

resided in Kabankalan City and had a weekly allowance of P201-400.

Most of the student respondents were boarding.

Among the five factors, time management and discipline had the highest extent

for boarding students and was considered as the most influencing factor. For non-

boarding students, parental reason had the highest extent and was considered as the most

influencing factor. However, there was no influencing factor for transient boarding

students because all the factors had almost the same extent.


teacher education student was average.

All the five identified factors have a significant difference as to boarding, non-

boarding and transient boarding teacher education students.

The extent of the factors was significantly different among teacher education

students when grouped according to: boarding, non-boarding and transient boarding. All

the five identified factors have a significant difference as to boarding, non-boarding and

transient boarding teacher education students.

The extent of the factors as to boarding and non-boarding students was

significantly different among each factor. However, the extent of the factors as to

transient boarding was not significantly different among each factor.



84

Conclusions























84

Conclusions























85

There was no significant difference in the academic performance of teacher


boarding.



Recommendations

Based on the findings of the study and conclusion made by the researchers the

following were recommended:

1. It is recommended that students who have distant houses from the school

should have to board for them to save money and have lesser time to travel and to focus

with their studies.

2. Students who are single should have patience and determination to pursue and

finish their studies because they are free and they can do what they want and those who

have P201- 400 should know how to spend their money wisely.

3. Boarding students should discipline themselves to manage their time properly

to develop their academic performance and non-boarding students should follow their

parents’ instructions to develop their academic performance.

4. It is recommended that students should maintain their proficient academic

performance for their educational success.

5. It is recommended that students whether they are boarding, non-barding or

transient boarding should possess the quality of being persistent in their studies.



85



boarding.



Recommendations





with their studies.













85



boarding.



Recommendations





with their studies.













86

6. It is recommended that students should have a sense of dedication and focus

to their studies so that their academic performance will not be affected by the five (5)

factors or by other factors that will exist along with their studies.

7. Similar study will be conducted by other researchers to make further progress

on the discussed field. Therefore, the following are recommended:

a. Factors that determine the level and quality of students’ academic

performance.

b. The Effect of Time Management on the Students’ Academic Performance.

c. Factors Affecting the Academic Performance of Boarding, Non-Boarding

and Transient Boarding Students.



86







performance.






86







performance.






87

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APPENDICES



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APPENDICES



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APPENDICES



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Appendix A. Communication

April 3, 2013

ELEANOR F. CASTRO, Ph. D.Dean of the College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental

Madam:

We, the undersigned third year Education students are presently conducting aresearch study entitled, “Factors Affecting Boarding, Non- Boarding and TransientBoarding Teacher Education Students in Relation to their Academic Performance” forS.Y 2012-13, a requirement for Bachelor of Elementary Education Degree.

In this connection, we are asking permission from your good office to allow us toconduct our research study to the students of the College of Teacher Education.

Your approval to this request is highly appreciated.Thank you very much and more power!

Very truly yours,

(Sgd)RHEA A. CALIPONG

(Sgd)IMARIE A. CORDERO

(Sgd)RICA A. MAHINAY

(Sgd)SHERLYN S. SABICO

Noted:

(Sgd)CRISTINA G. JUAREZ (Sgd)ALMIRA I. SEGURAAdviser Research Coordinator

Approved:

(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher Education



97


April 3, 2013


Madam:




Very truly yours,





Noted:


Approved:




97


April 3, 2013


Madam:




Very truly yours,





Noted:


Approved:




98

April 3, 2013

DR. JOEL A. PEREZVice-President of Academic AffairCentral Philippines State UniversityKabankalan City, Negros Occidental

Sir:

We, the undersigned third year Education Students are presently conducting a

research study entitled, “Factors Affecting Boarding, Non- Boarding and Transient

Boarding Teacher Education Students in Relation to their Academic Performance”a

requirement for the Bachelor of Elementary Degree.

In this connection, we are asking permission from your good office to allow us to

conduct our research study to the students of the College of Teacher Education.

Your approval to this request is highly appreciated.

Thank you very much and more power!

Respectfully yours,





Noted:

(Sgd)CRISTINA G. JUAREZ (Sgd) ALMIRA I. SEGURAAdviser Research Coordinator

(Sgd)ELEANOR F. CASTRO, Ph. D.Dean, College of Education

Approved:

(Sgd)JOEL A. PEREZ, Ph. D.Vice-President for Academic Affairs



98

April 3, 2013


Sir:









Respectfully yours,





Noted:



Approved:




98

April 3, 2013


Sir:









Respectfully yours,





Noted:



Approved:




99

April 17, 2013

ELEANOR F. CASTRO, Ph. D.Dean, College of Teacher EducationCentral Philippines State UniversityKabankalan City, Negros Occidental

Thru: Fredimar M. GonzalesSecretary, College of Teacher Education

Sir:We, the undersigned third year Bachelor in Elementary Education students are

presently conducting a research study entitled, “Factors Affecting Boarding, Non-Boarding and Transient Boarding Teacher Education Students in Relation to theirAcademic Performance”, as our requirement for the subject Research 2.

In line with this, we would like to ask permission from your good office to furnishus the official grade of teacher education students during the first semester S.Y. 2012-13for our research purposes.

Attached here are the lists of randomly chosen teacher education students.Your approval to this request is highly appreciated.Thank you so much.

Respectfully yours,




(Sgd)SHERLYN S. SABICONoted:

(Sgd)CRISTINA G. JUAREZResearch Adviser

Approved:




99

April 17, 2013







Respectfully yours,






Approved:




99

April 17, 2013







Respectfully yours,






Approved:




100

Appendix B. Questionnaire

QUESTIONNAIRE 1 – FOR BOARDING STUDENTS

PART I. SOCIO-DEMOGRAPHIC PROFILE OF THE RESPONDENTSInstruction: Fill in the blanks below with true and correct information.

Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:_________________Place of Residence: _______________________________________________________Weekly Allowance: ________________________

PART II. SURVEY QUESTIONNAIRE

Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2-Disagree 4-Agree

FACTORSA. PARENTAL REASON 1 2 3 4 51. I am boarding because of the quarrel of my parents.2. I am boarding because I have a drunkard father.3. I am boarding because my parents want me to concentrate on

my studies.4. I am boarding because my parents want me to become

independent.5. I am boarding because my parents want me to stay the whole

week in school.B. TIME MANAGEMENT AND DISCIPLINE1. I am boarding because I don’t want to be late in my classes.2. I am boarding because I can rest in my boarding house/

dormitory during vacant time.3. I am boarding because I can make my projects anytime after

my class.4. I am boarding because I don’t want to experience traffic and

risk during travel.5. I am boarding because I want to devote travel time to study

and make my assignment.



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C. HEALTH CONDITIONS1. I am boarding because I don’t want to get tired when going

home.2. I am boarding because I don’t want to be prone into vices,

drugs, alcoholic drinks and etc.3. I am boarding because I want to have sufficient rest right after

my class.4. I am boarding because I want to have proper sleep after my

class.5. I am boarding because I want to engage in sports and to have

time to exercise every morning.D. PEER INFLUENCE1. I am boarding because I want to focus on my studies without

any inviting trips from my friends.2. I am boarding because my classmates are also boarding.3. I am boarding because I want to have time to mingle with my

friends.4. I am boarding because I want to study my lessons together

with my friends.5. I am boarding because I want to work on with my projects

together with my friends.E.DISTRACTIONS1. I am boarding because travelling reduces my study time.2. I am boarding because our house is near the plaza and I hear

our neighbor’s karaoke.3. I am boarding in order to be free from interruption of my

brothers and sisters.4. I am boarding because my family is noisy and I want to avoid

watching television.5. I am boarding because I want to avoid the noises created by

my neighbors.

Dear Respondents,Thank you very much for the time and attention spent in giving your true and

honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.

Thank you very much and more power!The Researchers



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my neighbors.






101














my neighbors.






102

QUESTIONNAIRE 2 – FOR NON-BOARDING STUDENTS


Name (Optional):________________________________________Civil Status: ______________________Course: __________Yr. & Sec: ____________________ Major:________________Place of Residence: ______________________________________________________Weekly Allowance: ________________________


Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING NON-BOARDING STUDENTS IN RELATION TO THEIRACADEMIC PERFORMANCE.Put a check mark (/) to the scale 1-5 in the items below that best describes the

statement.1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree

FACTORS

A. PARENTAL REASON 1 2 3 4 51. I am not boarding because I want to feel the company of my

parents.2. I am not boarding because my parents advised me to go home

after classes.3. I am not boarding because my house is near to the school and to

minimize expenses.4. I am not boarding because I want to help my parents in household

chores.5. I am not boarding because I feel comfortable in my house.B. TIME MANAGEMENT AND DISCIPLINE1. I am not boarding because I can manage my time very well and I

wake up early in the morning.2. I am not boarding because I am not interested in spending my

vacant time in school.3. I am not boarding because I want to discipline myself to come to

school early.4. I am not boarding because I want to spend time studying at home.5. I am not boarding because I want to manage my time studying in

school and at home.



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FACTORS









school and at home.



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FACTORS









school and at home.



103

C. HEALTH1. I am not boarding because my parents can take good care of me

when I get sick.2. I am not boarding because I want to eat homemade and nutritious

food prepared by my parents.3. I am not boarding because I don’t want to stay in the boarding

house especially when I am sick.4. I am not boarding because I don’t want to be prone into vices,

drugs, alcoholic drinks and etc.5. I am not boarding because I am sickly.D.PEERS1. I am not boarding because I want to see and talk to my friends in

our place.2. I am not boarding because I could join in some organization and

activities together with my fellow youth in our barangay.3. I am not boarding because I need friends who can help me do my

projects at home.4. I am not boarding because I could share my problems to my

friends in our place.5. I am not boarding because I want to mingle with my friends in our

barangay after class.E. DISTRACTIONS1. I am not boarding because I want to avoid the loud voices when I

study my lessons.2. I am not boarding because I can study my lessons properly at

home.3. I am not boarding because I don’t want to be tempted by playing

video games and surfing internet during class hours.4. I am not boarding to avoid vices and alcoholic drinks that can

distract my studies.5. I am not boarding because my home is a perfect learning

environment to stay and I can study my lessons without anydisturbances.


honest responses to the questions. What you did would surely contribute to the successof this research study we are working on. We are so grateful to all of you. Rest assuredthat your answers will be kept with all confidentiality and will only be used for this study.Thank you very much and more power!

The Researchers



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The Researchers



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The Researchers



104

QUESTIONNAIRE 3 – FOR TRANSIENT BOARDING STUDENTS




Direction: Please indicate your responses on the item that corresponds to the FACTORSAFFECTING TRANSIENT BOARDING STUDENTS IN RELATION TOTHEIR ACADEMIC PERFORMANCE.

Put a check mark (/) to the scale 1-5 in the items below that best describes thestatement.

1-Strongly Disagree 3-Neither Agree/Disagree 5- Strongly Agree2- Disagree 4- Agree

FACTORS

A.PARENTAL REASON 1 2 3 4 51. I am transient boarding because my parents want me to go home after

class to assist my family.2. I am transient boarding because my parents want to be updated of my

daily performance in school.3. I am transient boarding because my parents are concerned with my

safety during school activities.4. I am transient boarding because my parents want me to have a place

to rest in school after class hours.5. I am transient boarding because my parents want to secure my safety

when I am in boarding house.B. TIME MANAGEMENT AND DISCIPLINE1. I am transient boarding in order to save time in working with my

projects during vacant hours.2. I am transient boarding in order to do immediately what I needed

whether in home or in boarding house.3. I am transient boarding so I will not be late on my early classes (7:30

a.m.).4. I am transient boarding in order to be early when there is special

event in school.5. I am transient boarding so I have a place to stay when there are

important activities or events at night.



104








FACTORS














104








FACTORS














105

C. HEALTH CONDITIONS1. I am transient boarding in order to have a place to rest during vacant

time.2. I am transient boarding in order to have a boarding house to rest upon

when I am not feeling well during class hours.

3. I am transient boarding because I don’t want to be prone into vices,drugs, alcoholic drinks and etc.

4. I am transient boarding in order to be secured with my health and tobe comfortable when I am sick.

5. I am transient boarding because I don’t want to be stressed from thenoises of my neighbors.

D. PEER INFLUENCE1. I am transient boarding in order to avoid the invitation of my friends

in some trips after class.2. I am transient boarding in order to have time with my friends in

boarding house and at home.3. I am transient boarding in order to attend the social activities in

school.4. I am transient boarding in order to communicate both with my friends

in school and at home.5. I am transient boarding in order to join and have some bonding with

my friends after class.E. DISTRACTIONS1. I am transient boarding because of the poor light that affects my

eyesight when I study my lesson.2. I am transient boarding because I want to go home anytime I want to

avoid noise from school activities.3. I am transient boarding because there are some facilities I need which

are unavailable in my boarding house.4. I am transient boarding because there are times that my board mates

have loud voices that makes it uncomfortable for me to sleep early.5. I am transient boarding because I can’t study well my lesson

especially when my board mates are noisy.




The Researchers



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The Researchers



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The Researchers



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BIOGRAPHICAL SKETCH

PERSONAL INFORMATION

Name : Rhea A. Calipong

N-Name : “Arheng”

Address : So. Piliopiliohan, Brgy. Inapoy,

Kabankalan City

Date of Birth : December 22, 1993

Place of Birth : Guanzon Street, Kabankalan City

Civil Status : Single

Gender : Female

Nationality : Filipino

Religion : Seventh-day Adventist

EDUCATIONAL ATTAINMENT YEAR

Elementary : Inapoy Elementary School 2005-06Brgy.Inapoy, Kabankalan City, Negros Occidental

Awards Received : Salutatorian

Secondary : InapoyNational High School 2009-10Brgy.Inapoy, Kabankalan City,Negros Occidental


Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,Negros Occidental

Course : Bachelor of Elementary Education



106

BIOGRAPHICAL SKETCH





Kabankalan City




Gender : Female












106

BIOGRAPHICAL SKETCH





Kabankalan City




Gender : Female












107

ORGANIZATION AFFILIATION

NAME POSITION YEAR

National Service Training Member 2010-11

Education Society Member 2011-12

Supreme Student Government Member 2012-13

Future Leaders of the Philippines Member 2010-14

TRAININGS/CONFERENCES/SEMINARS ATTENDED

VENUE YEAR

Communication and Public Speaking Mount Ballo Hall 2012

Workshop in Teaching Reading Division Office 2012

Workshop in Professional Scrapbook Making Division Office 2012

SPED Clemente Sports 2013Complex

K to 12 and Outcome-Based Education Mount Ballo Hall 2014

Philippine Association for Teacher Education Punta Villa, Ilo-Ilo 2014(PAFTE)

Information and Communication Technology Mount Ballo Hall 2014Training

3rd Provincial Multidisciplinary Research Colegio San Agustin 2014Conference

4th Agency In-House Review for Students Mount Ballo Hall 2014



107


NAME POSITION YEAR






VENUE YEAR












107


NAME POSITION YEAR






VENUE YEAR












108


Name : Imarie A.Cordero

N-Name : “Ai2x”

Address : So. Yanog, Brgy. Tampalon,

Kabankalan City

Date of Birth : March 1, 1994

Place of Birth : Matama, Brgy. Camansi, Kabankalan City


Gender : Female


Religion : Baptist


Elementary : Yanog Elementary School 2005-06Brgy.Tampalon, Kabankalan City,Negros Occidental

Secondary : Tampalon National High School 2009-10Brgy.Tampalon, Kabankalan City,Negros Occidental

Awards Received : With Honor





108



N-Name : “Ai2x”


Kabankalan City




Gender : Female


Religion : Baptist









108



N-Name : “Ai2x”


Kabankalan City




Gender : Female


Religion : Baptist









109


NAME POSITION YEAR






VENUE YEAR








109


NAME POSITION YEAR






VENUE YEAR








109


NAME POSITION YEAR






VENUE YEAR








110


Name : Rica A. Mahinay

N-Name : “Rica”

Address : So. Alicabog, Brgy. Tampalon,

Kabankalan City


Place of Birth : So. Alicabog, Brgy. Tampalon, Kabankalan City


Gender : Female


Religion : Baptist


Elementary : Tampalon Elementary School 2005-2006Brgy.Tampalon, Kabankalan City,Negros Occidental






110



N-Name : “Rica”


Kabankalan City




Gender : Female


Religion : Baptist








110



N-Name : “Rica”


Kabankalan City




Gender : Female


Religion : Baptist








111


NAME POSITION YEAR






VENUE YEAR









111


NAME POSITION YEAR






VENUE YEAR









111


NAME POSITION YEAR






VENUE YEAR









112


Name : Sherlyn S. Sabico

N-Name : “Bbheng”

Address : So. Garol, Brgy. Tampalon,

Kabankalan City


Place of Birth : So. Garol, Brgy. Tampalon, Kabankalan City


Gender : Female


Religion : Baptist



Awards Received : Valedictorian

Secondary : Tampalon National High School 2009-10

Brgy.Tampalon, Kabankalan City,

Negros Occidental

Awards Received : With Honors

Tertiary : Central Philippines State University 2010-14Brgy. Camingawan, Kabankalan City,



112





Kabankalan City




Gender : Female


Religion : Baptist






Negros Occidental





112





Kabankalan City




Gender : Female


Religion : Baptist






Negros Occidental





113

Negros Occidental



NAME POSITION YEAR






VENUE YEAR









113

Negros Occidental



NAME POSITION YEAR






VENUE YEAR









113

Negros Occidental



NAME POSITION YEAR






VENUE YEAR









114



114



114