The Personal and Intellectual Development of Students
Stat paper
1. A research paper submitted in partial fulfillment
for the course college statistics
Submitted by:
Cuerpo, David
Dela Cruz, Jose
Reynon, Ralph
March 10, 2012
Manila, Philippines
2. Table of contents
Title Page
Chapter 1 Introduction
Background of study
Objectives of study
Significance of study
Scope and limitations
Definition of terms
Chapter 2 Related Literature
Chapter 3 Methods and Procedures
Chapter 4 Analysis and Interpretation of Data
Chapter 5 Conclusion and Recommendation
References
3. Chapter 1: Introduction
Background of study
Every year there are students who fail in CFAD and so we want to find reasons
on why these students fail. We select the College of Fine Arts and Design to know more
about our study, we all know that CFAD is also a difficult college, the student’s need
money for their plates and a long time to do their plates.It's not easy to balance the
advantages of a college degree with the deficiencies of a liberal arts education.
As a student we want to know the total rate of students failing on one and over 9 units
of their subjects in the College of Fine Arts and Design. There are many reasons that
they are encountering today one of them is the financial problems, subject problems,
and more reasons which affect the students to fail.
It is very evident that there are quite a huge number of CFAD students ending up
“elsewhere” during their struggle for the diploma. Apparently our very own block section
2AD8 first came in CFAD with 40 members now this number is reduced to almost more
than a half, some students who left the block decided to shift courses others did not
really have a choice and the unfortunate ones had to get into the trouble of applying to
other universities or repeat a subject which means waste of time and money. As
students of the said college, the three of us felt the need and understood the importance
of conducting an in depth research on why such “misfortune” is happening.
4. Objectives of the Study:
To know the number of the students who fail.
To know the reasons behind their failure.
To sum up the rate of failing students.
To help other students to avoid failure.
Significance of the Study:
Our study is important because we observe the reasons of the students on why they
are failing. This will help the students to avoid failure. This is also for the parents. This
study will also help them understand their child and can help them recover from this
kind of situation. The students’ performance should be improved for them not to fail.
Scope and Limitations:
The scope of our study is for the students only in the College of Fine Arts and Design
on UST. The study includes and focuses on students who fail every year or semester.
The study does not cover any other students on different colleges or schools that fail
on their courses. We would not ask for the dean to get the list of students who fail this
semester, we also don’t want to hurt the students on how they fail.
5. Definition of terms
CFAD – Acronym for College of Fine Arts and Design
Plates- Projects which students are required to accomplish and submit before a given
deadline. This may involve painting, sculpture, photography, manual & digital rendering,
etc.
UST- Acronym for University of Santo Tomas
6. Chapter 2: Related Literature
In our exploration, we found several journals and articles on our research and
discover new knowledge and ideas. In this journal shows why students’ performance is
poor. As we all know in college students have the freedom to cut classes so they get
lazy to go to their classes.
Journal of Social Issues
Volume 59, Issue 1, pages 103-119, April 2003
In many urban public high schools today, students navigate their day by selectively
cutting class leading to course failure and dropping out. Collaborative, qualitative
research conducted with urban high school students indicates that cutting results from
disengagement and alienation that student’s label “boredom.” Focus group data (N=
160 in 8 groups) indicate that class cutting has not only an individual component that
schools address, but also a systemic, conflictual component that schools do not
address. These unaddressed, intransigent conflicts can foster moral exclusion and
structural violence. These data suggest that rather than relying on standard punitive
approaches, schools can respond to class cutting more effectively by taking students'
concerns seriously, working collaboratively with students, and engaging in institutional
self-scrutiny.
7. Are “Failing” Schools Really Failing? Using Seasonal Comparison to Evaluate
School Effectiveness; A journal made by Douglas B. Downey and Paul T. von Hippel
from Ohio State University. This next article shows that schools do fail students which
perform poor on their academics, it said that schools who have disadvantage students
there would be an effect on school achievements.
To many, it seems obvious which schools are failing – schools whose students perform
poorly on achievement tests. But since evaluating schools on achievement mixes the
effects of school and nonschool influences, achievement-based evaluation likely
underestimates the effectiveness of schools that serve disadvantaged populations. In
this article, the authors discuss school-evaluation methods that more effectively
separate schools using 12-month (calendar-year) learning rates, 9-month (school-year)
learning rates, and a provocative new measure, “impact” – which is the difference
between the school year learning rate and the summer learning rate. Using data from
the early Childhood Longitudinal Study of 1998-99, the authors show that learning or
impact-based evaluation methods substantially change conclusions about which
schools are failing. In particular, among schools with failing achievement levels, less
than half are failing with respect to learning or impact. In addition, schools that serve
disadvantaged students are much more likely to have low achievement levels than they
are to have low levels of learning or impact. The implications of these finding s are
discusses in relation to market-based educational form.
8. Loneliness Among College Students
James J. Ponzetti, Jr.***
Loneliness is a multifaceted phenomenon, often characterized by an unpleasant,
painful, anxious yearning for another person or persons (Hartog, Audy, and Cohen,
1980). Although loneliness is an emotionally distressing experience, it can be a valuable
signal that the personal relationships of an individual are inadequate in some important
way. This experience has become an increasingly common problem for millions of
people. In fact, previous research indicates that loneliness is a common problem among
college students. College males are usually lonelier than females, but they are also
more likely to suffer greater negative self-evaluations and social consequences from
admitting it. The purpose of this article is to review the empirical research concerning
loneliness among college students and, thus, sensitize family life specialists to the
importance of loneliness within this age group. College students who are lonely often
describe themselves as shy and/or depressed. Loneliness, shyness and depression are
distinct, but strongly related.
9. Chapter 3
Methods and Procedure
This chapter will discuss the method of research to be used, the respondents of
the study, the sampling technique, the instrument to be used, the validation of the
instrument used, the administration of the instrument and the statistical treatment of the
data that will be gathered.
Method of Research to be used
This study will use the descriptive approach. This descriptive type of research will
utilize interview, observation and questionnaires in the study. The study will determine
whether overall well-being of the students under the CFAD program of UST has a
deficiency on the subjects which leads them to fail the course. Specifically, the study will
determine the reasons why the students fail in terms of financial problems, proffessor
problems, personal problems, family problem, poor study habits, and etc. To identify the
benefits of the said course provides on the students, depict the learning process that the
CFAD students undergo, knowing how the irregular students maintain their grades on
the said course; and the manner in which the students take this course as characterized
by their level of learning, rate of development and attitude/behavior.
The primary source of data will come from a researcher-made survey
questionnaire, which will be given to the respondents. The respondents of this study
will be randomly selected to the irregular students that studied in the course of CFAD as
well as those students who failed more than 6 units.
The secondary source of data will come from published articles from social
science journals and related studies on college failure and reasons on both students
and their parents.
10. For this research design our researcher will gather data, collate different articles from
social science journals, distribute sampling questionnaires; and make a content analysis
of the collected documentary and verbal material. Afterwards, our researcher will
summarize all the information and get the percentage of the failing students in CFAD
and provide insightful recommendations to the students.
Respondents of the Study
The general population of this study will be composed of CFAD failing students
only, numbering one hundred fifty (150) respondents/participants.
Sampling techniques
In this study we will use random sampling. We will give questionnaires to
different sections in CFAD, for us to get the 50 respondents, each section the
respondents shall be equal to the others. We will be going directly to our respondents to
have the survey answered.
Instruments to be used
To determine the main reasons why they fail in the course of CFAD, and how will
this effect to the students. The researcher will prepare a survey questionnaire which will
be given to the intended respondents.
Part 1 of the survey will ask for the characteristics of the student studying in CFAD
according to age, gender, for their names it could be optional.
11. Part 2 will be asked about their daily allowance in school, and also if they live in
dormitories or condominiums. In this part of survey there will be lists of choices
or reasons on why students fail. Also there will be rating questionnaires wherein
their answers should be:
Interpretation
5 Very Satisfactory
4 Satisfactory
3 Average
2 Unsatisfactory
1 Very Unsatisfactory
Part 3 of the survey will be asked about their plans after knowing they are failing.
Validation of Instrument
For validation purposes, we will submit a survey questionnaire and after approval,
the survey will be given to the 50 respondents.
Administration of the Instrument
The revised instrument will then be administered to the respondents of the study,
which will be chosen through a random sampling. Then the researcher will now tally,
score and tabulate all the relevant data in the survey questionnaire.
12. Statistical Treatment of Data
When the entire survey questionnaire is collected, the researcher will use statistics
to analyze all the data.
The researcher will statistically treat the data on Part 1, the profile of the student,
according to age and gender.
The statistical formulae to be used in the second part of the survey questionnaire
will be the following:
1. Percentage- to determine the magnitude of the responses to the questionnaire.
n
% = -------- x 100 ; n – number of responses
N N – total number of respondents
13. Chapter 4
Analysis and Interpretation of Data
Others
3%
Personal Problems Financial Problems
10% 12%
Less Time
21% Professor Problems
29%
Tardiness
25%
STUDENTS-CORRESPONDENTS DATA
The use of pie chart was necessary to represent the data gathered. As you can see, the data in
the pie chart is all about the reason why students fail. 29% of the students answered they have
“Professor Problems” that’s why they fail which means they have a hard time approaching or
talking to their professors. The next reason is “Tardiness” with a percentage of 25% which
means they failed because they didn’t go to school on time or they didn’t attend their classes.
Next is 21% answered they have “Less time” which means they have problems meeting the
14. deadlines of the submissions of plates. 12% answered “Financial Problems” which means they
didn’t have the enough budgets to fund in doing their plates. 10% answered “Personal
Problems” which means they have family issues that affect their study.
What Subject did you fail to?
As you can see the graph shows that English 1 is the very highest of them all maybe because
they don’t have that time to attend their minor subjects. Others cut their minor subjects to make
their plates.
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15. What is your age?
Frequency Percent Valid Percent Cumulative Percent
Valid 17 1 2.0 2.0 2.0
18 15 30.0 30.0 32.0
19 13 26.0 26.0 58.0
20 13 26.0 26.0 84.0
21 8 16.0 16.0 100.0
Total 50 100.0 100.0
16. In this graph, we asked 50 correspondents what their age is. As you can see, our table
shows a student with the age of 18 has the most number of students who fail. At the
age of 18 mostly the students are in 2nd year. Then the least correspondent are the 17
year old student, they are 1st year students.
17. What program of CFAD are you taking?
Cumulative
Frequency Percent Valid Percent Percent
Valid Advertising Arts 27 54.0 54.0 54.0
Interior Design 11 22.0 22.0 76.0
Painting 6 12.0 12.0 88.0
Industrial Design 6 12.0 12.0 100.0
Total 50 100.0 100.0
18. As you can see in this table we questioned our correspondents about their program in
CFAD. We want to know what program will have the most number of correspondents.
As a result we found out that advertising arts have the most frequency. The least
number of correspondents are Painting and Industrial Design with a overall percentage
of 12% respectively.
19. Where do you live?
Cumulative
Frequency Percent Valid Percent Percent
Valid Condominiums 7 14.0 14.0 14.0
Dormitories 11 22.0 22.0 36.0
Apartment 5 10.0 10.0 46.0
Others 27 54.0 54.0 100.0
Total 50 100.0 100.0
In this result, we asked our correspondents where they stay or live. We asked this
because our environment is a vital role in our studies. As you can see, most of the
20. student-correspondents, with a total number of 27, answered OTHERS which mean
they live with their relatives or they stay at their own home. Next is 11 student stay in
dormitories, 7 of the correspondents stay at condominiums and lastly, 5 students stay at
apartments.
How much is your allowance in school?
Frequency Percent Valid Percent Cumulative Percent
Valid Php 1000 8 16.0 16.0 16.0
Php 500 13 26.0 26.0 42.0
Php 250 11 22.0 22.0 64.0
Others 18 36.0 36.0 100.0
Total 50 100.0 100.0
21. The result says that most of the correspondents answered Others which means they
have allowance which is not mentioned in the choices we gave them. Most of them
answered they have Php 150 allowance per day. Only a few have an allowance of Php
1000 per day.
22. For how long do you spend your given allowance?
Frequency Percent Valid Percent Cumulative Percent
Valid Weekly 21 42.0 42.0 42.0
Daily 29 58.0 58.0 100.0
Total 50 100.0 100.0
This data shows how they spend their money, or rather for how long they spend their
allowance. Most of them spend their given allowance daily with a overall percentage of
58% and 42% spend their allowance weekly.
23. Are you an irregular student in CFAD?
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 44 88.0 88.0 88.0
No 6 12.0 12.0 100.0
Total 50 100.0 100.0
Most of the correspondents are irregular students with an overall percentage of 88%.
This suggests that many student fail in CFAD
24. Are you planning to shift to other course?
Frequency Percent Valid Percent Cumulative Percent
Valid Yes 8 16.0 16.0 16.0
No 42 84.0 84.0 100.0
Total 50 100.0 100.0
The results say that most of the students don’t have the plan shifting to other course
with a percentage of 84%.
25. If Yes, what college will you shift to?
Cumulative
Frequency Percent Valid Percent Percent
Valid Architecture 1 2.0 2.0 2.0
Commerce 1 2.0 2.0 4.0
Communication Arts 1 2.0 2.0 6.0
Engineering 2 4.0 4.0 10.0
N/A 2 4.0 4.0 14.0
None 42 84.0 84.0 98.0
UP Fine Arts 1 2.0 2.0 100.0
Total 50 100.0 100.0
26. As
we recall, there are only few students who wanted to shift to other courses. But some
wanted to shift to other courses. Mostly, they want to transfer to Engineering.
27. Chapter 5
Conclusion
We therefore conclude that there are many failing students in CFAD mostly in the program of
advertising arts. Our study has determined whether what is the reason of their failure, we found
out what they reason out is the professor problems; it is because they had a hard time
communicating with their professors. Most of the students we asked on what subjects did they
fail, they answered most was English in our own explanation they sacrifice their minor subjects
just to get good grades in their major subjects, others think that even though it is a minor subject
they can manage to pass. Our research had given us an effect, because we determine the
behavior of the students for us to be aware. Students nowadays will find any way just to
graduate their course.
Recommendation
We recommend this study for future researchers for them to add more research to our study.
Also for the people who would read this for the next generation, we would like to show them the
truth and for them to be ready when they will get a course in CFAD.
