Level of Happiness/Contentment of Students’ Stay

at PLT College Incorporated

School Year 2014-2015 & 2015-2016

An Institutional Study

Researchers
Ester P. Cantong
Keshia P. Tayaban

May 2016
Background of the Study

According to Aristotle the only thing a person want is happiness hence we all
strive for happiness. Everything else that we do is in order to be happy - in one way or
another. Furthermore Daniel Gilbert a Harvard psychologist defines happiness as
frequent positive feelings accompanied by an overall sense that one’s life has meaning.

Psychology research has shown a strong link between happiness and success in
the workplace. For example, Gilbert and colleagues have shown that happier
employees tend to perform better, earn more money and be more helpful to their co-
workers. Going further the scenario it is also important to explore the relationship
between happiness and school achievement. Researchers at Research Schools
International partnered with administrators, teachers, and students at St Andrew’s
Episcopal School and The Center for Transformative Teaching & Learning to study
happiness and academic achievement.

Results revealed a significant correlation between happiness and academic

success. Moreover, it was found out that relationships are fundamental to students'
happiness. The researchers collected data on happiness and grades from 94% of the
student body (435 students) at St Andrew’s Episcopal School who are from elementary,
middle and upper school students. The researchers developmentally crafted
appropriate surveys to measure students’ happiness with feedback from teachers and
students at the school.

Results revealed that, on average, students who reported being happier had
higher grades. Specifically, they found statistically significant correlation between
happiness and students' GPA from elementary school through high school.

They found out that students often reported that happiness, or positive feelings
like enjoyment or fun, supported their schoolwork. One student shared, “In school I feel
happy and accepted, which allows for a fun and free learning experience.” Yet another
explained, “I always feel pushed to do my best when I have a project that I find to be
really interesting and fun.” One student summed it up, “I only do good work when I think
happy thoughts.”

Another finding is that relationships are fundamental to happiness that a network

of supportive relationships is at the heart of happiness. Furthermore results showed that
the quality of students' relationships with teachers and peers predicted their happiness.
Across all ages, students with positive relationships were more likely to be happy.
Likewise students are happy if they are surrounded by friends who are happy, energetic
and enjoy school and teachers who are very nice and caring. These findings tend to
suggests that there is an important relationship between happiness and academic
achievement.

Another study was conducted by Victoria Jones (2014) where she examined the
interplay of happiness, motivation, and success in a K–12 setting, as well as the school
factors that support student happiness.

Using both quantitative and qualitative measures, she found that from elementary
school to high school, happiness is positively correlated with motivation and academic
achievement. She also found that the culture of the school and the relationships that
students form with their teachers and their peers play an influential role in their
happiness. Her analysis found several key associations that open the door to further
research on how schools can optimize students’ learning experiences. Among them:
Happiness is positively associated with intrinsic motivation (a personal drive to learn) for
all students, and also with extrinsic motivation (outside sources like rewards, praise, or
avoiding punishment) for students in grades K–3. Happiness is also positively
associated with GPA for students in grades 4–12.

Happiness and standardized test scores did not seem to be related, but further
research is needed to confirm this. Happiness is predicted by students’ satisfaction with
school culture and relationships with teachers and peers.

The finding that happiness is positively correlated with GPA is significant, Jones
(2014) notes, because GPA provides a broader picture of academic achievement than
standardized test scores, encompassing multiple types of abilities and the influence of
social dynamics. Furthermore he found out that students often reported that happiness,
or positive feelings like enjoyment or fun, promotes learning. They cited many reasons
for their positive feelings, including feeling safe and comfortable at school and having
secured relationships with their teachers and their peers. In this study, it was found that
a network of supportive relationships is at the heart of happiness. “If schools want to
support student well - being and achievement, they should take seriously nurturing
positive relationships among teachers and students.”

Susan Bahrani et. al (2015) in their study “The Relationship Between Students’
Study Habits, Happiness and Depression” found out that socialization is one way of
achieving happiness; the more the social activities, the happier the individuals will be in
school. In his research, it also showed that school principals and teachers emphasized
the social and physical as well as organizational factors to be important in creating
happiness among students. Reference confirmed that the impact of organizational
environment and participation in class learning activities in creating happiness are very
important.

A finding of the research conducted supports the idea that there is a positive and
direct relationship between academic achievement and happiness. It also shows a
positive relationship between exhilaration and safety in school. Furthermore it was
found out that physical factors and participative and supportive leadership style were
important in creating happiness in school. Results show the effect of individual,
academic, socio-cultural and physical factors of schools in providing happiness and
exhilaration and the study show that the performance of ceremonies in school,
participation of students in school administration are all important factors in providing
happiness in school. It was also found out that there was no difference between male
and female students in terms of the need for happiness in school.

Schools are part of daily life of students. Elementary students need to be happy
while in schools. The present research was conducted to design a model to explain the
factors affecting students' happiness in elementary schools. Components confirmed by
factor analysis were categorized into physical, emotional-social, individual and
academic factors. Teachers and school principals' perspectives explained how schools
can help provide happiness among students. Yet there might be a distance between
what are expected from schools and what are observed. School authorities, therefore,
need to revise their learning programs as well as physical possibilities implemented in
schools. Happiness will make positive attitudes among students and may lead to a
higher academic achievement and eventually more active citizens.

Jafari (2004) in an investigation of the amount of happiness and the elements

affecting that among students of Isfahan University of Medical Sciences showed that 78
percent of students had high amount of happiness and the rest of students had medium
amount of happiness. Cognitive and behavioral factors as well as self-disclosure were
considered as the most influential factors in the clarification of students’ happiness. To
achieve contentment and joyfulness, you simply need to take the necessary steps and
make up your mind to be content. It is really that simple.

Numerous studies were conducted particularly on happiness creating positive

results in academic achievement thus providing insights on the present study. Similar
study is conducted to find out the level of happiness/contentment of the graduating
students about their stay at PLT College Incorporated during the school years 2014-
2015 and 2015-2016.

The Problem

The study sought to find out the level of happiness/contentment of the graduating
students about their stay at PLT College Incorporated. Specifically, it answered the
following questions:

1. What is the overall level of happiness/contentment of the graduating students’ stay at

PLT College Incorporated when grouped by:

a. department ?

b. school year?
2. What among the areas of happiness/contentment of the graduating students’ stay at
PLT College Inc. had the highest level of happiness grouped by;

a. department?

b. school year?

3. Is there a significant difference between the level of happiness and contentment of

the graduating students’ stay at PLT College during the school year 2014-2015 and
2015-2016?

Hypothesis

There is no significant difference between the level of happiness of the

graduating students’ stay at PLT College Inc. for the school years 2014-2015 and 2015-
2016.

Scope and Delimitation

Every year the guidance staff invites all the graduating students of the college for
the exit interview. To accommodate all the graduating students a questionnaire was
devised so as to get the ideas of the students during their stay at PLT dealt on the part
where the graduating students stay here at PLT was measured. With the assistance of
the guidance counselors the questionnaire was carefully answered by the students and
were given enough time to express their ideas and rating on that part of the interview.
Hence, in this particular study, the item on where their feelings about their stay here at
PLTC Incorporated were rated is the basis of the study. Furthermore, the study
considered only the evaluation of the graduating students for the past two years.
Significance of the study

The study is useful to the:

Guidance counselors to have a basis to improve the group guidance activities

thereby include activities to help them cope with college life.

Deans together with her faculty in order to plan worthwhile activities to help their
students enjoy their stay at PLT.

Administrators to be given insights on the evaluation of school programs

particularly the extracurricular and student activities (like intramural) providing for a
more varied activities where all students are involved.

Students that the exit interview will be a basis to become more understanding
and responsive to the needs of the students.

Definition of Terms:

For better understanding of the study the following words are defined:

Exit interview is a form of structured interviews which enables the counselor to

obtain specific information and to explore in-depth behavior or responses. Interview
questions are designed with a goal in mind, while the questions are usually arranged in
logical sequence; the interviewer should be able to alter both the nature and sequence
of the questions if necessary to attain the desired goal. This type of interview is usually
done when students are about to get out of their alma mater ( Villar, 2012).

Happiness is defined by some authors as what we know , feel , and we often

use the term to describe a range of positive emotions, including joy, pride, contentment,
and gratitude. Researchers use the term interchangeably with “subjective well-being,”
which is measured by simply asking people to report how satisfied they feel with their
own lives and how much positive and negative emotion they’re experiencing. In her
2007 book The How of Happiness, positive psychology researcher Sonja Lyubomirsky
(2007) elaborates, describing happiness as “the experience of joy, contentment, or
positive well-being, combined with a sense that one’s life is good, meaningful, and
worthwhile.” Moreover, Happiness is that feeling that comes over you when you know
life is good and you can't help but smile. It's the opposite of sadness.

Happiness is a sense of well-being, joy, or contentment. When people are

successful, or safe, or lucky, they feel happiness. The "pursuit of happiness" is
something this country is based on, and different people feel happiness for different
reasons. Whenever doing something causes happiness, people usually want to do more
of it. No one ever complained about feeling too much happiness.( Vocabulary.com)

Respondents

The respondents of the study comprise the graduating students of the college.
These graduates are called for the exit interview at the guidance office. A part of the
interview is for them to answer the item on how happy they are as far as their four years
of stay in the college is concerned.

Student respondents include the following: for school year 2014-2015 a total
number of 284 where Bachelor of Science in Radiologic Technology has 38, Bachelor of
Science in Hotel and Restaurant Management is 40, Bachelor of Science in Office
Administration is 59, Bachelor of Science in Education has 25, Bachelor of Science in
Information Technology has 19 and Bachelor of Science in Criminology had 103
graduating students. The school year 2015-2016 had a total respondents of 266 broken
down into the following departments, where Bachelor of Science in Office Administration
has 16, Bachelor of Science in Elementary Education with 22, Bachelor of Computing
Sciences 20, Bachelor of Science in Pharmacology 20, Bachelor of Science in
Radiologic Technology 51 Bachelor of Science in Criminology 104 Bachelor of Science
in Nursing and College of Hotel and Restaurant Management 17.
Research Instrument

In order to determine the level of happiness of the graduating students a

questionnaire was devised. This is composed of an item where students rates how
happy they are in the college in terms of the following areas academic growth, spiritual
growth, physical development, administration, faculty , student/peers and community. A
scale of 1-5 is used to elicit the level of happiness of the respondents in terms of the
different areas where (5) is very happy, (4) happy, (3) moderately happy, (2) minimally
happy and (1) not happy.

11. Discussion of Results and Findings

Table 1.A-D The level of happiness/contentment of students who graduated in

the school year 2015-2016. The following tables below shows the level of
happiness/contentment of the students who graduated in the year 2015-2016.

BSOA CASE
Courses N=14 N=22
Score Mean Level of Score Mean Level of
Happiness Happiness
Academic Growth 68 4.25 Happy 102 4.63 Very
Happy
Spiritual Growth 65 4.06 Happy 98 4.45 Happy
Physical 66 4.12 Happy 95 4.31 Happy
Development
Administration 63 3.93 Happy 93 4.22 Happy
Faculty 61 3.81 Happy 98 4.45 Happy
Student/Peers 66 4.12 Happy 97 4.40 Happy
Community 63 9.93 Happy 92 4.18 Happy
Legend: Very happy (5), Happy (4) , Moderately happy (3), Minimally happy (2) , Not happy ( 1)
 Table 1.B

CICS BS Pharma
N=20 N=20
Aspects Score Mean Level of Score Mean Level of
happiness happiness
Academic Growth 76 3.8 Happy 122 4.06 Happy
Spiritual Growth 76 3.8 Happy 118 3.93 Happy
Physical 78 3.9 Happy 113 3.76 Happy
Development
Administration 77 3.85 Happy 123 4.1 Happy
Faculty 73 3.65 Happy 123 4.1 Happy
Student/Peers 80 4 Happy 120 4 Happy
Community 75 3.75 Happy 118 3.93 Happy
Legend: Very happy (5), Happy (4) , Moderately happy (3), Minimally happy (2) , Not
happy ( 1)

Table 1.C

BS Rad. Tech. CCJE

Courses N=51 N=104
Area Score Mean Level of Score Mean Level of
Happiness Happiness
Academic Growth 188 3.68 Happy 401 3.85 Very Happy
Spiritual Growth 189 3.70 Happy 391 3.75 Happy
Physical 196 3.84 Happy 428 4.11 Happy
Development
Administration 182 3.56 Happy 396 3.80 Happy
Faculty 178 3.49 Happy 391 3.75 Happy
Student/Peers 208 4.07 Happy 401 3.93 Happy
Community 189 3.70 Happy 395 3.79 Happy
Legend: Very happy (5), Happy (4) , Moderately happy (3), Minimally happy (2) , Not
happy ( 1)
Table 1 . D

Aspects Score Mean Level of Score Mean Level of

happiness happiness
Academic Growth 63 3.93 Happy 72 4.23 Happy
Spiritual Growth 64 4 Happy 69 4.05 Happy
Physical Development 63 3.93 Happy 68 4 Happy
Administration 64 4 Happy 65 3.82 Happy
Faculty 63 3.93 Happy 65 3.82 Happy
Student/Peers 69 4.31 Happy 72 4.23 Happy
Community 62 3.87 Happy 68 4 Happy

Table 1 A-D. The level of happiness and satisfaction of students who graduated in the
school year 2015-2016.

Based on the statistical presentation it was revealed that almost all the different
courses such as BSOA, CASE, CICS, BS Pharmacy, BSRT, CCJE, BSN and CHTM
have the same level of happiness in the following aspects: academic, spiritual, physical,
administration, faculty, student and community where they rate it as happy, except for
the College of Arts, Sciences and Education together with the College of Criminal
Justice Education the overall rating for academic aspect is very happy and satisfying.

Table 2

The level of happiness and satisfaction of the students graduated in the S.Y.
2014-2015.
Table 3. Correlation of the level of happiness and satisfaction of the students graduated
in the S.Y. 2015-2016 and S.Y. 2014-2015.

References:
Appendices

Data Gathering Tool

EXIT INTERVIEW RECORD

Name: ___________________________________ Year Graduate: _____________ Course:

___________ Sex: ___M ___F
Permanent Address: _______________________________ Mobile/Contact No. ________ E-
mail Ad: ________________

Preliminaries:

1. How are you now? As you leave your Alma Mater, We request you to provide us feedbacks
on some important aspects of your college life that will be importance to your/our college.

2. How did you find your stay in PLT College? On a scale of 5, where 5=very happy/contented,
4=happy/contented, 3=moderately happy/contented, 2=minimally happy/contented, 1= not
happy at all/discontented, rate the following aspects of you college life. (Give the Number only)
____a. Academic Growth/ development d. Social Life Relation with
____b. Spiritual/ moral growth/ development ____d1. Administration
____d3. Students/Peers
____c. Physical development/well-being ____d2. Faculty and Staff
____d4. Community

Interview Proper
1. Tell us briefly about the following aspects of PLT College Inc. which have made your college
life happy and fulfilling, and which have well-prepared you for life after college (Use space at the
back if necessary):
Administration___________________________________________________________
_______

Faculty________________________________________________________________
________
 Curriculum (Programs,
Courses)_______________________________________________________________
___
Instruction______________________________________________________________
_______
Students Service and
Activities_______________________________________________________________
____
Physical Plan and Facilities including Library and
Laboratories__________________________________________
Community Extension Services and
Linkages________________________________________________________
Others_________________________________________________________________
________

2. What should PLT College still need to do to the present students for their future college? (You
can base it among the aspects in No. 1. Use space at the back if
necessary):_______________________________________________________

Thank you for valuable response.