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In Partial Fulfillment of the Requirements For the Degree Bachelor of Science in Business Administration (BAM)
April 2012
Approved in partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MANAGEMENT by the Examination Committee.
ACCEPTANCE
Accepted as partial fulfillment of the requirements for the degree of BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN MANAGEMENT.
Abstract
College of Business Administration of Bulacan State University which create of numbers Business of enrollees on is the a said newly course. The
College
Administration
established
college which has been established its foundation through the years. The study wants to established factors that influenced students as well as parents to choose Bulacan State University as a school to enroll with program guaranteed and with viable curriculum, challenging goals and effective feedback, parental and community involvement, safe and orderly environment,
collegiality and professionalism, and financial affordability. The respondents of the study came from students of different sections and courses per year level and their corresponding
parent. The researcher did not add other colleges of Bulacan State University, factors. and The other factors used other than the schoolfor the
related
researchers
questionnaires
profile of the respondents. The researchers also conducted an observation with the data that they have acquired from the MIS office of Bulacan State University. In order to determine the motivating factors of the College of Business Administration, the researchers considered the entire population of students of the college which included 32 sections. The total population is 1,732 with a sample size of 326. Unending Journey Towards Excellence and Progress
of Business Administration at Bulacan State University for it strongly promotes Collegiality and Professionalism specifically that they motivate students to have Strong Administrative
Leadership. While the Parents choose to enroll their child at the College of Business Administration at Bulacan State
University for it monitors students progress and is specific with the requirements for achieving students success and
readiness for the real business world. From the State Colleges and Universities in the Philippines offering Business Administration, Bulacan State University is
one of the few who offers a straight degree of Business course, that is, from bachelors degree until Doctor in Business
Administration, which means that the University doesnt promote mediocrity with its students. It influences the students to not be contented with having a bachelors degree but rather continue to learn until its utmost level. Also, Bulacan State University
Acknowledgement
We would like to express our deep and sincere gratitude to our professor, Mr. Jonathan Sordan Gabinera. His wide knowledge and his logical way of thinking have been of great value for us. His understanding, encouraging and personal guidance have provided a good basis our thesis. We deeply grateful of to our thesis , adviser, her Mrs.Felicitas detailed and
Mirabuenos,Head
Accounting
for
Each contribution is significantly appreciated. In particular we want to thank for the thesis of former students of our University. This paper has been valuable in our thesis development. And we are heartily thankful to God Almighty for giving us this kind of opportunity of learning and experience.
Dedication
This research study is dedicated to each member of the group to Eiza Fe de Ocampo, Christian Manlapig, Ceciline Yunson, and Anna Malbataan for this is an accomplishment to us. This project is dedicated to our parents who have never
failed to give us financial and moral support, for giving all our needs during the time were developing our thesis and for
teaching us that even the largest task can be accomplished if it is done one step at a time. It is also dedicated to our illustrious professor Mr. Jonathan Sordan Gabinera, for critical suggestions, help,
guidance and encouragement all through our thesis career. To the future and next generation students of this college who will be going to make thesis, we are also dedicating this work as part of our contribution in this college.
Almighty for this is the output of your given opportunity and wisdom to us.
Table of Contents
page Title Page Approval Sheet Abstract Acknowledgement Dedication Table of contents List of Tables List of Appendices Chapter 1 Introduction Background of the study Statement of the Problem Assumptions of the Study Research Paradigm Significance of the Study Scope and Delimitation Notes in Chapter 1 Chapter 2 Theoretical Framework Related Literature Related Studies Synthesis Hypothesis Definition of Terms Notes in Chapter 2
1 3 5 7 7 11 12 14 15 46 66 70 70 74
Chapter 4
Chapter 5
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List of tables
Table No. Title List of sections from the Bachelor of Science in Business Administration major in Management List of sections from the Bachelor of Science in Business Administration major in Entrepreneurship List of sections from the Bachelor of Science in Accountancy Distribution Population profile of Respondents Distribution Sample Profile of Respondents Percentage of the student respondents in terms of age Percentage of the parent respondents in terms of age Percentage of the parent respondents in terms of monthly income Percentage of the parent respondents in terms of number of children Ranking of student respondent on the factor Guaranteed and Viable Curriculum page
3.1
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3.2
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3.3
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3.4 3.5
81 83
4.1
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4.2
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4.3
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4.4
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4.5
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11
4.7
96
4.8
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4.9
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4.1
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4.11
99
4.12
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4.13
100
4.14
100
4.15
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4.16
102
4.17
104
4.18
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4.19
105
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List of Appendices
Appendix A Title Request for permission to conduct study Questionnaire for input Variable Profile Questionnaire Proper P Value interpretation RS Value interpretation page 123
B C D E
CHAPTER 1
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training for its students. Unending Journey Towards Excellence and Progress
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Research Paradigm
On the other hand, School Related Factors is composed of components. This is shown in Figure 1.1.Figure 1.1 shows the relationship between two variables namely, the independent variables and the dependent variables. The independent variables basically affect the dependent variable. In this illustration, the independent variable is school related factor while the dependent variable is the numbers of students officially enrolled at the College of Business Administration at Bulacan State University. More specifically, school related factors include Guaranteed and Viable Curriculum, Challenging Goals and Effective Feedback, Parental and Community Involvement, Safe and Orderly Environment, Collegiality and Professionalism, and Financial Affordability. Guaranteed and Viable Curriculum consists of the following variables, Opportunity to Learn, Unending Journey Towards Excellence and Progress
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1,732 students officially enrolled at the College of Business Administration at Bulacan State University
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and
School-related factors in relation to attaining the enrollees of students at the College of Business Administration at Bulacan State University.
FEEDBACK
Pressure to Achieve Frequent monitoring of students progress High expectations for students success Reinforcement for unsatisfied goals Requirements PARENTAL AND COMMUNITY INVOLVEMENT Parental Involvement Home-School partnership SAFE AND ORDERLY ENVIRONMENT School Climate Pupil rights and Expectations A Learning environment Safe and orderly atmosphere conducive to learning COLLEGIALITY AND PROFESSIONALISM Cooperation Leadership Shared Vision and Goals Practice-oriented staff development Strong Administrative Leadership
FINANCIAL AFFORDABILITY
Affordable tuition fee Reasonable Miscellaneous fees Low rate of Outdoor training exposure High-end projects NOT required
and
For educators and school administrators, the results of this study can provide them
with tangible proof with what triggers the students to enroll at the University and further enhance these factors. This will also
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It is also essential to note that this thesis only determined the school level factors that influence the people within Bulacan State University: College of Business Administration by doing a formal study and finding answer or solutions to the problems earlier stated in the thesis. The researchers did not add other colleges of Bulacan State University, other factors other than the school-related factors.
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Notes in chapter 1
Albert C. Santos (2003) Evaluation of Information Technology (IT) based teaching Methods in selected schools of National Capital Region. Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 1-62. The Benchmark of Quality forBusiness Education Worldwide. September 5, 2011.www.aacsb.edu/publications/brochures/accreditation_bro chure.pdf
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Intentional Learners Becoming an intentional learner means: developing selfawareness about the reason for study, the learning process itself, and how education is used Intentional learners are integrative thinkers who see connections in seemingly disparate information to inform their decisions.
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EMPOWERED Learners Can effectively communicate orally, visually, in writing, and in a second language understand and employ quantitative analysis to solve problems interpret and evaluate information form a variety of sources understand and work with complex systems and with diverse groups demonstrate intellectual agility and ability to manage change transformation information into knowledge and knowledge into judgment and action
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The Behavioral View The behavioral interpretations of motivation rests on B. F. Skinners behavioral learning theories and focuses on the reinforcement of desired behavior through the use of extrinsic Unending Journey Towards Excellence and Progress
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The Cognitive View The cognitive view of motivation emphasizes the arousal of cognitive disequilibrium as a means to motivate students to learn something new. For example, if students face a problem, they will desire to solve it. This is consistent with Piagets concepts of organization, adaptation, and schemes. According to Unending Journey Towards Excellence and Progress
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The Humanistic View Abraham Maslow, the most cited humanistic psychologist, advanced in his book, Motivation and Personality, that people are motivated by their individual needs to address certain natural concerns. These concerns, in turn, can be ranked hierarchically in terms of importance. He thus proposed a fivelevel hierarchy of needs: Unending Journey Towards Excellence and Progress
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1990 and 1998 revealed that research conducted focused mainly on aspects of Achievement and Attribution Theories. Researchers such as Sandra Graham and P. Barker, Dale H. Schunk conducted studies on aspects of attribution theory and motivation and efficacy. Patricia Pokay and Phyllis C. Blumenfield; Thomas J. Berndt, Ann E.Laychak, and Keunho Park; Kathryn R. Wentzel; Allison M. Ryan and Paul R. Pintrich; and
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Achievement Theory The following theoretical constructs were abstracted from experimental findings on aspects of Achievement Theory:
1. Students are motivated to learn and achieve when they perceive that their teachers care about them. Teachers who care were described as demonstrating democratic interaction styles, developing expectations for student behavior in light of individual differences, modeling a "caring" attitude toward their own work, and providing constructive feedback. 2. Students do not seek help (a) if they perceive that their self-worth is threatened, (b) if their cognitive competence is low, (c) and if they perceive little benefit in seeking help. 3. Students who are highly motivated and make use of learning strategies are most likely to achieve. Different strategies may be more or less important depending on how new the material is to the student. If this is the case, teachers should emphasize domain-specific strategies when introducing a new unit to
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Definition of Motivation Motivation can be described as behaviors that illustrate interest, enthusiasm, appreciation, or dedication. Motivation in general, is the process that plays a major role in an individuals choice of and continued engagement in particular activities (GREDLER, 2005). According to URDAN AND SCHOENFELDER (2006), teachers describe students who simply lack motivation and often attribute these motivational deficiencies to causes
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According to URDAN & SCHOENFELDER (2006), there are three different types of motivation among students: intrinsic motivation, extrinsic motivation, and amotivation. Intrinsic or autonomous motivation means that a student shows selfdetermination, curiosity, challenge, and effort. Extrinsic or controlled motivation involves external incentives for the student to do well such as rewards and punishments. Amotivation means that the student lacks both intrinsic and extrinsic motivation.
Several studies have shown that parents play a key role in shaping students achievement motivation and parental involvement has a positive effect in adolescent achievement. First, it is believed that there is a positive correlation between parents education level and their involvement level
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School Factors and Motivation Schools also affect adolescent motivation through many factors such as the school environment, classroom environment, and the teachers. The school environment may hinder or support motivation when pertaining to adolescents in middle school (Esposito, 1999). Teachers affect student motivation in the classroom because of the support and expectations they have for the student. Classroom also influences students motivation through many factors such as safety, sense of belonging, and peer support in the classroom Goodenow (1993). Creating a safe and comfortable learning environment and establishing a sense of belonging and support among the students is believed to be strongly associated with motivation Goodenow (1993). A lack of sense of belonging may lead to a sense of Unending Journey Towards Excellence and Progress
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The last and perhaps most important factor regarding school factors and motivation is teacher care. Teacher care has a direct effect on student attitudes towards academic and social goal pursuits. A teacher who is perceived by students as caring is more able to motivate the students compared to those who are perceived as authoritative (URDAN & SCHOENFELDER, 2006). Teachers support is also a positive predictor of motivation in school and social responsibility. Students who perceive teachers as harsh and cold are found to consistently show poor social behavior and low expectations in themselves, and achieve lower academically compared to their peers Individual and Motivation The individual also plays a very important role in his own motivation in terms of their goals, expectations, selfconfidence, and interests. When a task is not perceived as important by the student, motivation may result. Also, students beliefs about their success on specific tasks, their competence, and the desire associated with participation in the tasks all influence their willingness to engage and the amount of effort to put in the tasks.
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These school-level factors were associated with the school effectiveness movement of the 1970s: Unending Journey Towards Excellence and Progress
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Although there is some variation from researcher to researcher (see Purkey& Smith, 1982, for a discussion), these five correlates of effective schools (so named because of their strong correlation with student achievement) became the focal point of reform in the 1970s and early 1980s. Another list of school-level factors that has been widely used is one developed by Daniel Levine and Lawrence Lezotte (1990). In their review of the research literature, they relied heavily on case studies using what might be thought of as an outlier design, for example, focusing on the characteristics of the top 25 percent of schools as opposed to the bottom 25 percent. Their analysis produced the following factors: productive climate and culture, focus on central learning skills, appropriate monitoring, practice-oriented staff development, strong leadership, Unending Journey Towards Excellence and Progress
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The list by Levine and Lezotte included effective instructional arrangement and implementation. In this discussion, it is classified as a teacher-level factor. Pam Sammons and her colleagues (Sammons, 1999; Sammons, Hillman, &Mortimore, 1995) performed an analysis similar to that by Levine and Lezotte (1990). However, they relied less on case study evidence and included more quantitative studies such as the British Junior School Project (Mortimore et al., 1988). Their review produced the following school-level factors: professional leadership, concentration on teaching and learning, shared vision and goals, a learning environment, high expectations, positive reinforcement, monitoring progress, pupil rights and expectations, home-school partnership, and a learning organization.
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Source: Scheerens, J., &Bosker, R. (1997). The foundations of educational effectiveness. New York: Elsevier.
The Scheerens and Bosker ranking was the first of its kind and significantly increased our understanding of the school-level factors associated with enhanced academic achievement. The final review of the research that forms the basis of the five school-level factors is one the author conducted (Marzano, 2000a). the authors review was basically a reanalysis and updating of the review by Scheerens and Bosker. The findings from this review are reported in Figure 2.2 Ranking of School-Level Factors Based on Marzano, 2000a
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Source: Marzano, R. J. (2000a). A new era of school reform: Going where the research takes us. Aurora, CO: Mid-continent Research for Education and Learning. (ERIC Document Reproduction Service No. ED454255)
The basic difference between the rankings is that content coverage from the Scheerens and Bosker study has been renamed opportunity to learn and its rank elevated from sixth to first. This is not a trivial change. Although the five lists of school-level factors might seem somewhat disparate at first glance, careful examination reveals that, except for wording differences, they address the same basic factors.
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Related Studies
(Heafner, T; 2004) Many teachers struggle with motivating students to learn. This is especially prevalent in social studies classrooms in which students perceive social studies as boring. The author advocates the use of technology in social studies as a means to motivate students by engaging students in the learning process with the use of a familiar instructional tool that improves students self-efficacy and self-worth. The potential that technology has to motivate students is discussed as it relates to expectancy-value model of motivation which focuses three areas of motivational theory (Pintrich&Schunk): value (students beliefs about the importance or value of a task), expectancy (students beliefs about their ability or skill to perform the task), and affective (emotional reactions to the task and self-worth evaluation). Recently, during fieldwork, the author was observing in a high school government class. The social studies concepts discussed in the lesson were political parties, the role of campaigning, and the impact of media on citizens decisions. The Unending Journey Towards Excellence and Progress
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Give Students a Sense of Control Rebecca is in a power struggle with her teacher to gain some control in her learning program. Like other children, she has a drive to exert some control over her environment (deCharms, 1968). When she senses personal control in her own learning, she becomes more interested and involved. Giving up some control is difficult for her teacher, however, allowing Rebecca more choices can lead to learning self-management skills, such as planning and goal-setting. There are many ways to provide students with choices. For example, they can choose from alternative learning activities or various ways to meet requirements. Students could arrange the sequence of activities according to their personal preferences. Unending Journey Towards Excellence and Progress
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on the topic of motivation, ranging from the psychological to sociological causes and effects. Psychological factors may
include students interest in the topic being studied, the expectancy to succeed put on them by other sources, and others. Sociological factors that may influence motivation are most of the time as simple as whether students are enjoying their college experience. The first aspect this article looks at is
why students even attend college in the first place, what drives them? A study conducted by Newstead and Hoskins attempted to uncover these intentions by questioning 844 students to see what their main reason for going to college was. The students
answers were placed into three categories, stop gap, personal development, and means to an end. Ten percent answered in the first category which included reasons such as avoiding work,
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category which included reasons such as improving life skills, reaching personal potential, gaining knowledge for its own sake, furthering academic interest, and gaining control of their own life. Sixty-six percent answered in the third category which
included reasons such as improving ones standard of living, improving ones chances of getting a job, developing a career, getting good qualifications, and obtaining a worthwhile job. The study shows that the majority of the students are extrinsically motivated. In other words they are being
motivated by the rewards that come from the studying and hard work. While the intrinsic motivated students are doing it
because they want to learn, not because they want the rewards at the end. The main purpose of this article is to show that the
extrinsic motivated students are made aware of the direct relationship between the skills they naturally learn from a college classroom and those core skills needed to succeed in various positions within the business world. If students are
made aware that these skills are needed for their future jobs and career paths, students may develop deep study habits although they still may be extrinsically motivated.
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management, and is the ability to show enthusiasm and pride in his or her work while learning from his or her own achievement. Individuals need to learn from their own mistakes and take all the necessary precautions to avoid similar errors. Some other
sub categories of this may include, time management, importance of arriving on time for work, and many others. By teachers
giving students an opportunity to correct their work for turn in, the student will have the chance to store what they did wrong into their memory.
The next transferable skill is that of information management and is the ability to gather and interpret information and process that into valuable knowledge, as well as to critically analyze ideas and concepts. In Blooms Cognitive
Taxonomy stages such as comprehension, application, analysis, synthesis, and evaluation are touched on by the skill. Two
fundamental goals of higher education are to instill students a capacity to critically analyze information, and to teach
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will help in the leadership roles of the students future. Having a mastery of the English language can and will be essential to that of conducting intelligent conversations pertaining to the current issues and issues of their field. Shyness does play a role in the communication aspect of all this. Eighty five percent of a study within this article
research of about 200 believed that shyness interfered with schoolwork. Group work throughout the students life will help The experience helps students
Mentioning some of this skill on class may help students recognize what is needed to succeed in the corporate world, and in the end help with student motivation. This issue of
motivating students in becoming increasingly present in the general education course across high school and college campuses, and will continue to be a topic in teachers minds of how to motivate students for the future. As a teacher, when
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the future, but the aspect of the teachers teaching will in some way help the students succeed in their future endeavors.
Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review (2002)Student motivation as an academic
enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, andachievement goals. Research on each of these four components is described, research relating these four components to academic achievement and other academic enablers is reviewed, and suggestions are offered for instruction and assessment.Psychologists and educators have long considered the role of motivation in student achievement and learning (for a review seeGraham & Weiner, 1996). Much of the early research on student achievement and learning separated cognitive and motivational factors and pursued very distinct lines of research that did not integrate cognition and motivation. However, since at least the 1980s there has been a
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However, this implies that assessment instruments that assess general student motivation for school or academics may not be as useful as more domain or context specific assessment tools. A third assumption concerns the central role of cognition in social cognitive models of motivation. That is, it is not just the individual's cultural, demographic, or personality characteristics that influence motivation and achievement directly, or just thecontextual characteristics of the classroom environment that shape motivation and achievement, but rather the individual's active regulation of his or her motivation,
thinking, and behavior that mediates the relationships between the person, context, and eventual achievement. That is, students' own thoughts about their motivation and learning play a key role in mediating their engagement and subsequent achievement. Following from these three general assumptions,
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policies and resources together explain 6 per cent of the performance differences between schools, but this varies greatly across countries. Of the three, school climate has the greater impact. However, the lesser impact of school factors that are more easily amenable to policy does not make them any less important. On the contrary, the results indicate several potential policy levers to improve school performance: improved disciplinary climate and student-related factors affecting the school climate, and a strong sense of belonging at school. A sense of belonging has a relatively strong impact on the performance of students in education systems where they are selected for particular institutions or educational programs. Some selection and admission policies also explain a relatively large part of the differences in school performance.
Some students seem naturally enthusiastic about learning, but many need-or expect-their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability ... to maintain the interest that brought students to the course in the first place" Whatever level of motivation your students bring to the classroom will be
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H: There is no significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.
H: There is a significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University.
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are designed for student to be fully adapted with tertiary learning and eventually to the business world.
4.
students a syllabus with all the topics to be discussed for the whole semester.
6.
provide students with exception task that require the student excel.
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the university staff (professor, dean) about the productivity of the students.
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organization where they can exercise their freedom of expression & rights.
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University is fully equipped with security guard and outsiders cant easily enter the school premises without proper documents/identification.
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can exercise cooperation which is essential in the entering the business world. Unending Journey Towards Excellence and Progress
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are assigned to make and think of their own visions, missions, goals& objectives in life & studies.
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developed into the real world through their internship or on the job training.
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in the certificate of registration of each student are reasonable & are all being utilized by the students.
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due to the students are not to be expense. low cost project are recommended.
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Notes in chapter 2
The free dictionary by Farlex 10 Sept, 2011
http://www.thefreedictionary.com/Determinants
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http://www.thefreedictionary.com/Triggers Albert C. Santos (2003) Evaluation of Information Technology (IT) based teaching Methods in selected schools of National Capital Region.
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Publisher: Lawrence Erlbaum Associates. Place of Publication: Mahwah, NJ. Publication Year: 2004. Page Number:http://www.questia.com/library/education/educational -psychology/student-motivation.jsp Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review Success (2002)Motivation as an Enabler for Academic 02796015, 2002, Volume 31, No. 3, pp. 313-327
http://prof.usb.ve/jjramirez/PREGRADO/CCP114/CCP114%20Motiv acion%20Linnenbrink%20y%20Pintrich.pdf Myron H. Dembo (2000) Motivation and Learning Strategies for College Success: A Self-Management Approach. Contributors. Publisher: Lawrence Erlbaum Associates. Place of Unending Journey Towards Excellence and Progress
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Research Design
This research study ought to aggregate shrewdness, exhibit and analyze these data available. The research design of this study can be best describe from the following outlook:
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SAMPLE SIZE
With a total population of 1732 respondents, the researchers computed for the sample size using the following formula:
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TABLE 3.5 DISTRIBUTION SAMPLE PROFILE OF RESPONDENTS STUDENTS OF COLLEGE OF BUSINESS ADMINISTRATION
Section BSBA 1-A (BAM) BSBA 1-B (BAM) BSBA 1-C (BAM) BSBA 1-D (BAM) BSBA 1-E (BAM) BSBA 2-A (BAM) BSBA 2-B (BAM) BSBA 2-C (BAM) BSBA 2-D (BAM) BSBA 2-E (BAM) BSBA 2-F (BAM) BSBA 2-G (BAM) BSBA 3-A (BAM) BSBA 3-B (BAM) BSBA 3-C (BAM) BSBA 3-D (BAM) BSBA 3-E (BAM) BSBA 3-F (BAM) BSBA 4-A (BAM) BSBA 4-B (BAM) BSBA 4-C (BAM) BSBA 4-D (BAM) Frequency 13 12 12 11 12 12 10 11 10 11 10 8 10 12 11 11 13 11 8 9 9 9 Percentage % 3.87 3.75 3.75 3.52 3.7 3.64 3.06 3.41 2.94 3.29 3 2.6 3.18 3.63 3.41 3.29 3.98 3.41 2.37 2.77 2.77 2.77
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Considering the computed sample size of 326 student respondents, there will also be a sample size of 326 parent respondents for the ratio of the respondent will be 1:1; that is, one parent for each student. The researcher distributed 2 sample questionnaires to the students of the College of Business Administration; one for them, one for their parent.
Research Instrument
The research instrument used in this study was the survey questionnaire. The questionnaire was subdivided into three. The first part was the request letter to conduct the survey. This cover letter is composed mainly of the research title, the rationale of the study, the directions for questionnaire, the assurance that the respondents answer will be treated with strict confidentiality.
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Statistical Treatment
In presenting, interpreting and analyzing the data gathered by the researchers, certain statistical tools and techniques were used. First, to present the gathered data clearly and concretely, the researcher used statistical tables that were properly labeled. Percentages were likewise used to determine the relationship of the individual data with respect to the whole.
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sd = (di - d)2 / (n - 1) where di is the difference for pair i, d is the sample mean of the differences, and n is the number of paired values student) Standard error. (parent-
SE = sd / ( n ) Degrees of freedom.
DF = n - 1 .
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The P-value is to be done through a statistics calculator. Also, to determine the correlation of the perception of the respondents, the Spearman rhos Correlation was used.
Notes in chapter 3
Albert C. Santos (2003) Evaluation of Information Technology
(IT) based teaching Methods in selected schools of National Capital Region. Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 73-124.
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Table 4.1 shows that majority of the student respondents have the age ranging from 15-19 having 82.59%, while Table 4.2 shows that the majority of the parent respondents have the age ranging from 50-54 having the percentage of 30.98%. Second is the parent having the age ranging from 45-49 yielding a percentage of 21.17%, while the parents having the age ranging from 55-59 has a 20.55% from the sample population. The parent ranging from 35-39 has only 0.3%. Table 4.2 Age of Parents # of percentage parent 0 0 0 0 1 0.3 41 12.58 69 21.17 101 30.98 67 20.55 35 10.74
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Table 4.3 Monthly income (parents) monthly income # of parent percentage below 10,000 0 0 10,000-20,000 13 3.99 20,000-30,000 74 22.7 30,000-40,000 160 49.08 40,000-50,000 79 24.23 50,000 and above 0 0 Total 326 100 Based on the results shown in table 4.3, 3.99% of the parent respondents earn at least 10,000 20,000 a month, while 22.70% earn 20,000-30,000. 24.23% earn a monthly income of 40,000-50,000 while the majority of the population at 49.08% earn a monthly income of 30,000-40,000. Table 4.4 Number of children (parents) # of # of percentag children parent e None 0 0 1-3 121 37.12 4-6 183 56.13 7-9 22 6.75 10 and above 0 0 Total 326 100 Based on the result shown in table 4.4, a parent having 1-3 offspring constitutes 37.12% of our sample population. 56.13% have 4-6 offspring. While only 6.75% have 7-9 number of children.
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TABLE 4.5 GUARANTEED AND VIABLE CURICULLUM (STUDENT) FACTOR Opportunity to Learn Content Coverage Adaptive Instruction Time on Task Concentration on teaching and learning GRAND MEAN WEIGHTED MEAN 35.22 34.20 34.66 33.46 33.68 34.24 RANK 1 3 2 5 4
TABLE 4.6GUARANTEED AND VIABLE CURICULLUM (PARENT) FACTOR Opportunity to Learn Content Coverage Adaptive Instruction Time on Task Concentration on teaching and learning GRAND MEAN WEIGHTED MEAN 34.30 33.83 34.03 34.27 34.59 34.20 RANK 2 5 4 3 1
Based on these results, the student respondents ranked 1 the factor Opportunity to Learn. This yielded a weighted mean of 35.22 followed by the factor Adaptive Instruction which yielded a weighted mean of 34.66. Rank 3 is the factor Content Coverage, 34.20; while Concentration on teaching and Learning ranked 4th with a weighted average of 33.68. The factor time on task was ranked 5th with a weighted mean of 33.46.
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TABLE 4.8 CHALLENGING GOALS AND EFFECTIVE FEEDBACK (PARENT) FACTOR Pressure to Achieve Frequent monitoring of students progress High expectations for students success Reinforcement for unsatisfied goals Requirements GRAND MEAN WEIGHTED MEAN 34.94 34.64 34.35 44.82 34.21 36.59 RANK 2 3 4 1 5
From the generated results from the respondents, the factor Pressure to Achieve was ranked 4th by the student respondents with a weighted mean of 32.84 while it is ranked 2nd by the parent respondents with a weighted mean of 34.94. Reinforcement for unsatisfied Goals was ranked 5th by the student respondents having a weighted mean of 31.74. On the contrary, it was ranked 1st by the parents with a weighted mean of 44.82. The factor frequent monitoring of students success gained a weighted average of 34.19 placing it on the 1st choice for the student respondents while being the 3rd choice of the parents having a weighted mean of 34.64. High expectations for students success gained a weighted average of 34.35 and 33.45 and was ranked 4th and 2nd by the parent and student respondents
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TABLE 4.9 PARENTAL AND COMMUNITY INVOLVEMENT (STUDENT) FACTOR Parental Involvement Home-School partnership GRAND MEAN WEIGHTED MEAN 34.11 32.79 33.45 RANK 1 2
TABLE 4.10 PARENTAL AND COMMUNITY INVOLVEMENT (PARENT) FACTOR Parental Involvement Home-School partnership GRAND MEAN WEIGHTED MEAN 33.51 33.24 33.38 RANK 1 2
Parental and Community Involvement were shown at Table 4.9 and Table 4.10. Parents and student respondents showed a common interest with these factors giving the same ranking with the two factors. Parental Involvement was ranked 1st having a weighted mean of 34.11 and 33.51 from student and parent respondents respectively. Home-School partnership had a weighted mean of 32.79 from the student respondents while the parent respondents gave it a weighted mean of 33.24. Both group of respondents placed it on 2nd. Based on the results shown in Table 4.9 and Table 4.10, it only goes to show that students and parents have the same conception with how the College of Business Administration value Unending Journey Towards Excellence and Progress
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TABLE 4.11 SAFE AND ORDERLY ENVIRONMENT (STUDENT) FACTOR School Climate Pupil Rights and Expectations A Learning Environment Safe and Orderly Atmosphere GRAND MEAN WEIGHTED MEAN 31.60 34.38 32.89 31.90 32.69 RANK 4 1 2 3
TABLE 4.12 SAFE AND ORDERLY ENVIRONMENT (PARENT) FACTOR School Climate Pupil Rights and Expectations A Learning Environment Safe and Orderly Atmosphere GRAND MEAN WEIGHTED MEAN 34.51 34.29 35.12 35.46 34.85 RANK 3 4 2 1
Based on the test result shown in Table 4.11 and Table 4.12, the factor A Learning Environment was ranked 2nd by both respondents with a weighted means of 32.89 by the student respondents and 35.12 by the parent respondents. The factor School Climate weighted an average mean of 31.60 by the student respondents and was ranked 4th. While the parent
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TABLE 4.14 COLLEGIALITY AND PROFESSIONALISM (PARENT) FACTOR Cooperation Leadership Shared Vision and Goals Practice-oriented staff development Strong Administrative Leadership GRAND MEAN WEIGHTED MEAN 35.64 34.60 35.19 35.86 35.93 35.44 RANK 3 5 4 2 1
Based on the test result shown in Table 4.13 by the student respondents, the factor Strong Administrative Leadership has been the 1st choice gaining a weighted mean of 35.00. Next to it
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TABLE 4.16 FINANCIAL AFFORDABILITY (PARENT) FACTOR Affordable Tuition Fee Reasonable Miscellaneous fees Low Rate of Outdoor training and exposure High-end projects NOT required GRAND MEAN WEIGHTED MEAN 34.63 34.43 35.21 34.63 34.73 RANK 2 3 1 2
Bulacan State University is known to provide quality education at an affordable rate. Table 4.15 and Table 4.16 showed the test results for the factor Financial Affordability. Based on the students test result shown in Table 4.15, Affordable tuition fee was ranked 1st and weighted an average mean of 34.65. Next is the factor High-end project NOT required which gained an average of 32.90. 3rd is the factor Low rate of Outdoor training and exposure having a weighted mean of 32.37. 31.98 was the weighted mean of Reasonable Miscellaneous fess having placed as the least favorable for the students.
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TABLE 4.17 GRAND MEANS (STUDENT) FACTOR WEIGHTED MEAN Unending Journey Towards Excellence and Progress RANK
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On the other hand, Table 4.18 shows the summarized result for the parent respondents with Challenging Goals and Effective Feedback ranking 1st, followed by Collegiality and Professionalism, Safe and Orderly Environment, Financial Affordability, and Guaranteed and Viable Curriculum. Parental and Community Involvement ranked last.
TABLE 4.18 GRAND MEANS (PARENT) FACTOR Guaranteed and viable curriculum Challenging goals and effective feedback Parental and community involvement Safe and orderly environment Collegiality and professionalism Financial affordability WEIGHTED MEAN 34.20 36.59 33.38 34.85 35.44 34.73 RANK 5 1 6 3 2 4
Looking at the Grand Means of the respective school-level factors, the significance of the Collegiality and
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Hypothesis Testing The researchers then tested the perceptions of the students and their corresponding parent with respect to the school-level factors using the statistics calculator. Based on the results, the following null and alternative hypothesis is given using the data shown on Table 4.20. TABLE 4.19 WEIGHTED MEANS AND STANDARD DEVIATION WITH RESPECT TO SCHOOLLEVEL FACTORS VARIABLE WEIGHTED MEAN SD Parent 851.938 165.381 Student 520.594 96.057 The null hypothesis states that there is no significant difference in how the students and their parents perceive the determinants that stimulates them to be involved with the college of Business Administration at Bulacan State University. Unending Journey Towards Excellence and Progress
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To support the hypothesis test, another test was used for correlation. Using a 5% significance level, the Spearmans rho Correlation Coefficient (rs) was used. Using the statistics calculator, this yielded a correlation coefficient rho of -0.086, thus giving a t-test for the significance of the coefficient of -0.172. Since -0.086 is in the rejection region, and then the null hypothesis is rejected at the 5% significance level.
Notes in chapter 4
Albert C. Santos (2003) Evaluation of Information Technology
(IT) based teaching Methods in selected schools of National Capital Region. AP Statistics Tutorial:Hypothesis Test for Difference Between
Matched Pairs. September 8, 2011. http://stattrek.com/apstatistics-4/paired-means.aspx Unending Journey Towards Excellence and Progress
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http://business.clayton.edu/arjomand/business/p-value.htm
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to join students organization within the college & the university.) (35.00)
2.2.2.Shared Vision and Goals (There are subjects where
students are assigned to make and think of their own visions, mission, goals& objectives in life & studies.) (34.24)
2.2.3.Leadership (Every class has its class officers which
developed into the real world through their internship or on the job training.)(34.22)
2.2.5.Cooperation (Students have their group project where
they can exercise cooperation which is essential in the entering the business world.)(33.99)
3. In terms of parent perception
3.1.With reference to the different school-level factors that is a great influence to the parents of the students, the respondents ranked first, (36.59), Challenging Goals and Effective Feedback. 3.2.With reference to the different factors included under Challenging Goals and Effective Feedback, therespondents
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allowed
provide students with exception task that require the student excel.)(34.35)
3.2.5.Requirements (Students are to complete specific
Conclusions
Based on the findings arrived at by the researchers, the following conclusions are given. 1. In terms of Respondents Profile 1.1.Majority of the student respondents are of the right age which makes their presentation valid for the study. 1.2.Majority of the parent respondents have 4-6 offspring and earn a monthly income ranging from 30,000-40,000 and are aged 50-54.
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Business Administration at Bulacan State University for it monitors students progress and is specific with the requirements for achieving students success and readiness for the real business world. 5. The parents of the students perceived Parental and Community involvement as the weak point of the College. They still want to be involved in their childrens growth in learning. They want to see their children be involved with the community through special projects and extracurricular activities. Being a State University, it is expected to be more exposed to the community and with the State itself. In this sight, the Unending Journey Towards Excellence and Progress
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Recommendations
Based on the stated conclusions, the following recommendations are being given: 1. That although students are encouraged to enroll at the College of Business of Administration basically because of its strong motivation on the progress of students Collegiality and Professionalism, emphasis should also be given for students to realize that this factors needs an ample size of responsibility and strong cooperation and the fact that to be able to be a strong leader, the need to become a great follower is a pre-requisite. Unending Journey Towards Excellence and Progress
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3. That Bulacan State University offers very affordable fees on Masters degree and Doctorate degree among the other State Universities in the nearby regions.
4. That parent, although influenced by the Colleges strong monitoring of students progress, should also be encouraged on working out with the University on the students learning and be supportive on the needs of the students especially for requirement purposes.
5. Furthermore, the College of Business Administration at Bulacan State University should emphasize in providing a safe and orderly environment for their students. Fully Unending Journey Towards Excellence and Progress
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6. That since it is a state-funded university, financial capability of students and their family should be taken into consideration in deciding for the requirements of the students without taking for granted the quality of education.
7. That aside from pursuing these school-related factors, College of Business Administration and the whole University should continue to work on other factors that students need (e.g. Teacher-related factors, system-related factors, etc.).
8. Other in-depth studies can be conducted to further highlight the effectiveness and quality of the College of Business Administration at Bulacan State University, using more specifically, service classifications.
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BIBLIOGRAPHY
Albert C. Santos (2003) Evaluation of Information Technology
(IT) based teaching Methods in selected schools of National Capital Region. Anna D Aloisio(2010) Motivating Students through Awareness of the Natural Work Correlation Settings. Heldref Between College Learning Students 1319 and to
Corporate
Motivating
Publications.
Eighteenth
202-296-6267;
subscribe@heldref.org;
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FindArticles.com.
http://findarticles.com/p/articles/mi_m2248/is_158_40/ai_n1 4815113/http://findarticles.com/p/articles/mi_m2248/is_158_ 40/ai_n14815113/?tag=mantle_skin;content Divina L. Santiago (2009) Evaluation of the Bachelor of Science in Mathematics Program of Selected State Universities and Colleges: Policies for Program Enhancement. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 1-62. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 63-71. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 73-124. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 127-142. Dr. Felina C. Young (2002) Fundamentals of Research Writing made simple. Bright Minds Publishing House, 143-157. Dr. Felina C. Young (2002) Statistics made simple. Bright Minds Publishing House.
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COPYRIGHT 2008 Gale, Cengage Learning Heafner, T. (2004).Using technology to motivate students to
learn social studies.Contemporary Issues in Technology and Teacher Education [Online serial], 4(1). Available:
http://www.citejournal.org/vol4/iss1/socialstudies/article1 .cfm JeneferHusman, Psychology in Education, Arizona State University (February 20, 2007) JereBrophy(2004). Publisher: Publication: Motivating Students to Learn. Contributors:. Lawrence Mahwah, Erlbaum NJ. Associates. Year: Place 2004. of Page
Publication
Number:http://www.questia.com/library/education/educational -psychology/student-motivation.jsp Linnenbrink, Elizabeth A., Pintrich, Paul R., School Psychology Review Success (2002)Motivation 02796015, as an Enabler for Academic
http://prof.usb.ve/jjramirez/PREGRADO/CCP114/CCP114%20Motiv acion%20Linnenbrink%20y%20Pintrich.pdf
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Publication
iii.
http://www.amazon.com/Motivation-Learning-
2011.www.aacsb.edu/publications/brochures/accreditation_bro chure.pdf The Meaning and Interpretation of P-values (what the data say?) September 25, 2011.
http://www.thefreedictionary.com/Apprentice
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http://www.thefreedictionary.com/Triggers
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APPENDICES
APPENDIX A
Republic of the Philippines Bulacan State University City of Malolos, Bulacan REQUEST TO CONDUCT STUDY September , 2011 Dr. Mariano C. De Jesus
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APPENDIX B
Republic of the Philippines Bulacan State University City of Malolos, Bulacan QUESTIONNAIRE FOR INPUT VARIABLE NAME OF STUDENT: NAME OF PARENT: COURSE/YEAR/SECTION:
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10 AND
APPENDIX C
QUESTIONNAIRE PROPER
to indicate your degree of
DIRECTION: Please check one response for each item AGREEMENT with each of the following areas: 4 Strongly Agree 3 - Agree 2 Disagree 1 Strongly Disagree
Factors that motivate you to enroll/let your child enroll at the College of Business Administration of Bulacan State University 4 3 2 1 GUARANTEED AND VIABLE CURICULLUM Opportunity to Learn
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Content Coverage
(The content of the curriculum significant for business studies.) is all
Adaptive Instruction
(The instruction materials and pattern are designed for student to be fully adapted with tertiary learning and eventually to the business world.)
Time on task
( Students are given and allocated time to finish their task& or homework.)
GOALS
AND
EFFECTIVE
FEEDBACK
Pressure to Achieve
(Student receive appropriate motivation for them to accomplish their task.)
Frequent progress
monitoring
of
students
Requirements
(Students are to complete requirements to pass the subject.) specific
Home-School partnership
(Parent have university a communication with staff(prof,dean)about the the
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A Learning environment
(The college is fully equipped with facilities(classroom & library)that is conductive to learning.)
Leadership
(Every class has its class officers which make them leader of the world class.)
FINANCIAL AFFORDABILITY
Affordable tuition fee
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of
Outdoor
training
and
APPENDIX D P VALUE INTERPRETATION P-value The P-value, which directly depends on a given sample, attempts to provide a measure of the strength of the results of a test, in contrast to a simple reject or do not reject. If the null hypothesis is true and the chance of random variation is the only reason for sample differences, then the P-value is a quantitative measure to feed into the decision making process as evidence. The following table provides a reasonable interpretation of P-values: P-value Interpretation
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This interpretation is widely accepted, and many scientific journals routinely publish papers using such an interpretation for the result of test of hypothesis.
APPENDIX E Rs VALUE INTERPRETATION Rs value The correlation coefficient, r, ranges from -1 to +1. The nonparametric Spearman correlation coefficient, abbreviated rs, has the same range. Value of r (or Interpretation rs) r= 0 0 < r < 1 r = 1.0 -1 < r < 0 r = -1.0 The two variables do not vary together at all. The two variables tend to increase or decrease together. Perfect correlation. One variable increases as the other decreases. Perfect negative or inverse correlation.
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