Students are facing various challenges in life that may have adverse effects to their academic performance yet some school programs are not student needs-driven. This descriptive research study discusses the problems experienced by the 350 students of a higher education institution in the Philippines with the hope to craft activities that are responsive to their needs and academic achievement. The data were collected through questionnaire and registration methods. Descriptive analysis shows that around 9 percent to 23 percent of the students experience problems in academic, social, family, emotional, personal, financial and spiritual aspects whose degree ranges from moderate extent to very great extent. The problems reflect teachers' lapses in classroom management and pedagogy, and lack of activities that support students' holistic development and effective learning habits. Linear regression analysis confirms that their problems explain significantly a variance that ranges from 19 percent to 36 percent in their academic performance. Hence, this research offers implications that can help address the adversaries of high academic achievement. enhance and develop the students holistically. However, the recipients of some of these programs like the sociocultural, publications, and sports, are selected mostly among privileged students who can meet a certain criteria and/or quota. Thereby, not all the students are able to join the programs. Most especially, some of the offered programs may not directly address the needs and problems of certain students, and hence, may not effectively facilitate them for a better academic performance as they are crafted without any student needs research analysis. To address the students' issues, programs must be formulated based on the current needs of the students which are reflected by their common problems. The campus OSAS should deliver these kinds of programs to address the students' needs that contend their academic breakthroughs.The current study conducted a needs-assessment among the students to identify the challenges (problems) they are faced with, and to facilitate the formulation of future student service goals or programs. The study gauges the impact of their problems on their academic performance to offer a needs-driven student programs. This study is premised on the fact that students' academic performance may not only be predicted by their cognitive ability (Petrides, Chamorro-Premuzic, Frederickson and Furnham, 2005) but also their problems in various aspects including academics The said problems are herein operationally defined. Academic problems are the concerns of the students on their interest and motivation to study, learning skills and environment, as well as, their teachers' teaching strategies and teacher-student interactions. Family problems refer to contemporary conflicts, disruptions and/or crises within the family of the students, and between the student and family members. Financial problems refer to students' socio-economic status that reflects incapabilit...
<span>This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.</span>
This paper discusses the development of the Problem -Solving Efficacy Scale on College Algebra. Through factor analytic research design, the scale underwent five development stages including assessment of factorability of the data, factor extraction, factor rotation and interpretation, rotation confirmation, and internal consistency analysis. In the 80item questionnaire administered to 80 randomly selected College Algebra students of Isabela State University, structural validity was attained with 34 scale items grouped into four components; namely, physiological/somatic responses, social persuasions, vicarious experiences, and mastery experiences. The developed instrument can explain 55.36% of the overall variance and has a high reliability coefficient ( 87 . ), confirming that the four factors are integral to problem-solving efficacy in College Algebra. Physiological/Somatic responses and social persuasion explain greater amount of variance than mastery experience and vicarious which suggests that while teachers give importance on improving students' mastery level and modelling them with successful others in problem-solving activities in College Algebra, they should also encourage students to like the subject and see themselves successful in it, and provide them with sincere and timely encouragements especially problem-solving is a challenging learning tasks. College Algebra teachers should then design attainable learning goals coupled with challenging teaching-learning activities and constructively aligned assessment, and de-emphasize drills, speed tests, and competitions in problem-solving lessons.
Distance Learning has been around since its advent in 1960 and evolved in the creation of World Wide Web (WWW) in 1991 with the introduction of first education programs through internet of University of Phoenix and other universities and colleges. Vast ideas of concepts, theories and context have aroused in the popularization and implementation of distance learning in educational system and its first and most adversary are those in favor of lecture style of teaching. In the onset of the COVID-19, all fields of society have been affected and one of it is the educational system. This pandemic propagated the rise of distance learning in the Philippines and it becomes the most reliable modality of continuing the academic years. Distance learning becomes more adaptive and effective with the help of flexible teaching and learning modalities. Several studies exposed the concepts and theories for the distance learning to be more acceptable. These concepts and theories are supported by the literature with claims of context of distance learning in order to create an open and good system. Frameworks and being literate with the aid of continuous studies in this rising field is one of the key concepts in creating more possibilities to attain the quality of sufficient distance learning modality.
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