This study examines factors that affect the academic performance of boarding, non-boarding, and transient boarding teacher education students. It investigates the demographic profiles and factors like parental influence, time management, health, peers, and distractions. The study aims to determine if there are significant differences in the extent of factors between student groups and their academic performance. Respondents were 297 students from Central Philippines State University in the 2012-2013 academic year, comprising 190 boarding students, 99 non-boarding students, and 8 transient boarding students.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
Impact Of Educational Resources on Students' Academic Performance in Economic...AJHSSR Journal
ABSTRACT : The study focused on the impact of Educational resources on students‟ academic performance
in Economics: a study of some Senior Secondary Schools in Lagos State Educational District one. Research
objectives, question and hypotheses were formulated to guide the direction of the study. The study covers 110
senior secondary students and 40 teachers. Convenience sampling technique was used in selecting the sample
size. 110 of the questionnaires were properly filed and returned. The study relied on the 110 properly filed and
returned questionnaires for analysis. The data for the study was collected through research instrument developed
by the researcher to obtain the appropriate data for the study. Data collected were analyzed using both
descriptive and inferential statistics. Descriptive statistics such as frequency distribution and simple percentages
were used to analyze the demographic and socio-economic background of the target respondents and the
research question were analyzed. Pearson product moment correlation analysis and regression analysis were
used to test the stated hypotheses. The research design that was adopted was the descriptive survey design. The
result reveals that educational resources have an impact on students‟ academic performance in Economics. The
finding also reveals that there is a significant effect of the level of qualification and preparation of teachers on
students‟ academic performance in Economics in senior secondary schools. Based on the findings made in this
study, it is therefore recommended that School administrators must constantly review, inspect and monitor
school teaching and learning resources. Constant and consistent monitoring of school resource and ensuring its
availability and proper utilization will make teachers and students take care of the school resources as well as
take learning and academic activity seriously.
Collaborative Teaching Learning Engagement Program of the Secondary Curriculu...ijtsrd
A significant factor in building a strong foundation of an educational system to ensure quality education is Faculty Development Program. This research was directed to Golden Success College, Incorporated GSCI , Philippines during the Academic Year 2020 2021. Data were gathered thru the use of online questionnaires with 150 respondent students and 40 respondent teachers from GSCI, Cebu City and GSCI, Metro Manila, a total of 190 respondents. The data gathered were analyzed using descriptive statistical analysis and multiple linear regression. Findings showed that most students got a Satisfactory academic performance. Grade 12 has more number of students as compared to Grade Levels 7 to 11. There are more college graduates in terms of the teachers’ highest educational attainment. Most of the teachers took English as their chosen field of specialization and had between one 1 to ten years teaching experience service. A number of teacher respondents belong to salary scale Php 10,000 to Php 15, 000 and 25 or 62.5 percent of the teacher respondents had attended relevant trainings seminars. In sum, teacher’s performance level using the academic professional standards such as competency, professionalism, efficiency, character discipline, and task output. is described as Very Good The null hypothesis of no significant relationship between the identified profile and performance level of the respondent teachers is Rejected. Lack of Faculty Development Program and Professional Development were only one of those challenges barriers that affect the teachers’ performance level. Based on the findings, it is therefore recommended to the concerned school administrator officials of GSCI, Philippines that Collaborative Teaching Learning Engagement Program of the Secondary Curriculum in the New Normal be implemented to continue maintain the teachers’ performance as part of the faculty development continuing plan to meet the mission and vision of the institution. Ellaine I. Nazareth | Emily C. Rosal | Rebecca DC Manalastas | Perla N. Tenerife | Nolasco K. Malabago | Marilyn M. Miranda "Collaborative Teaching Learning Engagement Program of the Secondary Curriculum in the New Normal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38180.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38180/collaborative-teaching-learning-engagement-program-of-the-secondary-curriculum-in-the-new-normal/ellaine-i-nazareth
Academic Achievement of Adolescents In Relation To Parental Encouragementiosrjce
This Study examines the Academic Achievement of Adolescence and Parental encouragement, the
encouragement support exerts most direct influence upon the acquisition of academic achievement. This study
explored the extent to which the parental encouragement has relation with academic achievement among school
students. Parents play a key role in shaping students achievement. Family factors such as parent’s level of
education, Parental expectations and parental support for their children seem to extent some influences on
adolescents academic achievement. Parents play an important role in educational motivation of their children.
They provide necessary facilities and educational environment which results is better performance in school.
Parents approve and appreciate activities related to education and remove any difficult felt by their wards. This
type of behavior of Parents is known as parental encouragement. In other wards parental encouragement
refers to the guidance, communication and interest shown by the parents to promote their wards progress in
school.
Influence of Home and School Based Factors on Pupils Academic Performance at ...ijtsrd
"The aim of primary education is to provide education at the basic level of all ongoing primary school pupils. This study was carried out to investigate influence of home and school based factors on pupil's academic performers at Kenya certificate of primary education in Makadara sub county, Nairobi County. The study adopted the ex post facto design which involved the studies that investigate possible causes and effects by observing an existing condition and searching back in time for possible causal factors. It involved testing out possible antecedents of events that had happened and cannot be manipulated by the investigator. The study sampled 240 teachers, 39 Parents Association members and 150 pupils from class 6 and 7. The data collection instruments comprised of questionnaires and interview guide. Data collected was categorized, coded, analyzed then tabulated. The analysis was done using Statistical Package for Social Sciences SPSS . The analysis was both qualitative and quantitative. Quantitative analysis considered use of frequency counts and distribution, tabulation totals and calculation of percentages aimed at generating the data collected into meaningful groups and frequency tables for further analysis. Qualitative analysis involved the conclusions from the respondents' opinions. The study established that most parents had a college educational level, majority of the teachers were female whereas majority of the students were males. It also established that parental level of income influenced pupils' performance in KCPE at 60 s. Physical facilities and teaching and learning resources were also cited as factors that highly influence performances. The researcher recommended that the parents should provide a conducive learning environment at home to give the pupils ample time and space to study. Parents ought to strive to provide the basic required learning materials that are vital for a good performance in the KCPE exam irrespective of their level of income. The government should endeavor to allocate funds to be used for improving on the existing teaching and learning resources in public primary schools while adding more. The government should allocate enough funds that will enable provision of key physical learning facilities. Prof. Lewis Ngesu | Awuonda Faith Atieno ""Influence of Home and School Based Factors on Pupils Academic Performance at Kenya Certificate of Primary Education in Makadara Sub-County, Nairobi County"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21607.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/sociology/21607/influence-of-home-and-school-based-factors-on-pupils-academic-performance-at-kenya-certificate-of-primary-education-in-makadara-sub-county-nairobi-county/prof-lewis-ngesu"
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
The Effect of Teacher Competency Training on High Order Thinking-Based LearningEvaniaYafie
Pembelajaran berbasis High Order Thinking (HOT) di lembaga PAUD mampu
meningkatkan keenam aspek perkembangan pada anak usia dini.
Berdasarkan observasi awal, fenomena yang terjadi di lingkungan pendidikan
anak usia dini (PAUD) banyak ditemukan bahwa rendahnya kemampuan guru
dalam melaksanakan pembelajaran berbasis HOT pada anak usia dini. Hal ini
disebabkan kurangnya pengetahuan guru dan minimnya pelatihan dalam
meningkatkan kompetensi guru. Maka dari itu peneliti melakukan perlakuan
dengan memberikan pelatihan peningkatan kompetensi guru dalam
pembelajaran HOT. Sasaran dari kegiatan ini yaitu guru TK dan SD awal di
Kota Selong Provinsi Nusa Tenggara Barat yang berjumlah 50 orang. Tujuan
dari penelitian ini adalah untuk mengukur pengaruh pelatihan
pengembangan kompetensi guru terhadap peningkatan pembelajaran
berbasis high order thinking di Kota Selong Lombok Timur. Hasil
menunjukkan bahwa nilai t-hitung (8,257) > t-tabel (7,745), artinya pelatihan
peningkatan kompetensi guru berpengaruh signifikan terhadap peningkatan
HOTS baik pengetahuan maupun implementasi guru TK Se Kota Selong.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
The essence of this research was to investigate the influence of self-esteem on students’ academic success in Calabar metropolis of Cross River State of Nigeria. Two hypotheses were raised to guide the study. Literature review was carried out accordingly based on the variables of the study. The random sampling technique was adopted which sampled three hundred and forty-five (345) students who were drawn from fifteen secondary schools which represented all the public secondary schools in the area of study. The Self-Esteem and Academic success questionnaire (SEASO) and Achievement Test in mathematics and English Language (ATMEL) were used to collect data. The independent t-test analysis was used to test the hypotheses of the study. The findings showed that there is a significant difference in the academic success of students with positive self-esteem than those with negative self-esteem. This implies that self-esteem significantly influences students’ academic success. Based on findings of the study, it was recommended that students should boost their self-esteem as it is an important factor that strengthens the prediction of academic success in Mathematics and English Language. There should be school counseling intervention in improving self-esteem among students. Students should be trained on how to improve greatly in their self-esteem and academic efficacy.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Influence of Teacher’s Experience on Pupils’ Academic Performance in Kenya Ce...ijtsrd
The success of schools and learning results have historically been determined by a small number of elements, which in all educational systems include instructors performance. The heart of any educational system is its teachers. The purpose of this thesis was to investigate influence of teachers experience on pupils’ academic performance in Kenya certificate of primary education. The structural functionalism theory served as the studys direction. Descriptive research design was employed. The population of the study comprised of 35 primary schools, 35 head teachers, 779 applicants, 235 educators, two quality assurance and standards officials, and two curriculum support officers from the Turk well and Lorugum zones in the Loima Sub County were the studys target population. A census was utilized to choose the two quality assurance and standards officers, while a purposeful sample method was employed to choose the 11 head teachers, 71 instructors, and 234 students who together made up the 30 target population. Questionnaires and schedules for interviews were the instruments utilized in the study to collect data. Two schools that werent involved in the study had a pilot study run in them. The reliability of the research instruments was evaluated using the test and retest approach. Both quantitative and qualitative data were produced by the study. Pie charts and frequency tables were used to illustrate and analyze quantitative data that had been broken down into frequencies and percentages. Thematic analysis and prose discussion were used to discuss qualitative data. The study concluded that teachers’ experience influences pupil’s academic performance in Kenya Certificate of Primary Education to a moderate and great extent. Justus Eregae | Jane Barasa | Tom Nyamanche "Influence of Teacher’s Experience on Pupils’ Academic Performance in Kenya Certificate of Primary Education in Public Schools in Loima Sub-County, Kenya" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-7 , December 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52614.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/52614/influence-of-teacher’s-experience-on-pupils’-academic-performance-in-kenya-certificate-of-primary-education-in-public-schools-in-loima-subcounty-kenya/justus-eregae
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
factors affecting boarding,non-boarding and transient boarding education students in relation to their academic performance
1. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
1
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
1
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
1
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.
2. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
2
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
2
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
2
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.
3. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
3
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
2. Place of Residence
3. Weekly Allowance
c. Transient Boarding
Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management and
Discipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
3
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
2. Place of Residence
3. Weekly Allowance
c. Transient Boarding
Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management and
Discipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
3
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
2. Place of Residence
3. Weekly Allowance
c. Transient Boarding
Students
1. Civil Status
2. Place of Residence
3. Weekly Allowance
FACTORS
1. Parental Reason
2. Time Management and
Discipline
3. Health Conditions
4. Peer Influence
5. Distractions
ACADEMIC
PERFORMANCE
4. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
4
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?
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
4
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?
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
4
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?
5. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
5
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
5
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
5
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.
6. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
6
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
6
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
6
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.
7. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
7
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
7
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
7
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.
8. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
8
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
8
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
8
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.
9. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
9
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,
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
9
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,
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
9
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,
10. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
10
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
10
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
10
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.
11. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
11
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
11
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
11
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.
12. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
12
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
12
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
12
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
13. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
13
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
13
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
13
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.
14. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
14
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
14
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
14
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
15. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
15
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
15
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
15
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
16. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
16
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
16
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
16
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
17. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
17
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
17
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.
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
17
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.
18. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
18
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
18
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
18
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
19. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
19
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
19
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
19
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
20. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
20
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
20
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
20
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
21. Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
21
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
21
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
Republic of the Philippines
CENTRAL PHILIPPINES STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
Kabankalan City, Negros Occidental
21
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