Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

Malaga, Xerxes G.; Oducado, Ryan Michael

doi:10.26714/seanr.3.1.2021.1-7

Cited by 6 publications

(6 citation statements)

References 9 publications

(14 reference statements)

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“…The STEM group has slightly higher mean scores than the non-STEM group, however, their mean scores are statistically the same. Our results suggest that the senior high school strands do not significantly affect the performance of the learners unlike in the previous reports (Almerino et al, 2020;Malaga & Oducado, 2021). It was expected that STEM graduates will perform better in the FMCE since they have two (2) general physics subjects in their SHS years.…”

Section: Discussioncontrasting

confidence: 68%

Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE)

Lampara

2022

BAERJ

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The admission of non-STEM graduates to engineering programs creates an opportunity to determine if the Senior High School strand does really dictate the performance of students. This study administered the Force and Motion Conceptual Evaluation (FMCE) to the first-year engineering students to determine if STEM graduates perform better than non-STEM graduates. The FMCE was administered to six hundred-seven (n = 607) first year engineering students of a state-run university in the Philippines, school year 2019-2020 and 2020-2021. The results reveal that there is no significant difference between the mean scores obtained by the STEM and non-STEM graduates (p = 0.912) in the FMCE. It was noted that the students who graduated from private and public high schools have similar performance (p = 0.242). Nevertheless, there is an urban-rural gap in performance among the respondents, where students who graduated from schools in cities have better performance than those who graduated from rural schools (p = 0.019). Finally, in the field dominated by male, the results suggest that female students are at par with male student students (p = 0.123) and both have statistically the same level of confidence with their answers (p = 0.176).

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Section: Discussioncontrasting

confidence: 68%

Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE)

Lampara

2022

BAERJ

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“…The study revealed contrasting results with Malaga and Oducado [74] , indicating no significant relationship between cognitive processing and the strand or track of senior high school students. However, it underscored a significant association between students' strand or track and their control over content, as suggested by Madrazo and Dio [75] .…”

Section: Relationship Between the Extent Of Manifestation Of Learners...mentioning

confidence: 58%

Learner Autonomy as an Instructional Strategy in Enhancing Language Learning

Basilan,

Berber

2024

IEF

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The purpose of this research is to assess the applicability of learner autonomy as an instructional strategy in language learning, specifically English as a second language. The study made use of the descriptive correlational research design with a Microsoft Form questionnaire as the main instrument in gathering the data needed from the senior high school students. The results revealed that most senior high school students were enrolled in academic track and the majority of them have outstanding academic performance. The findings also showed that learning technologies were often utilized by these students and collaborative assistance were very often employed. Meanwhile, the extent of manifestation of learner autonomy to language learning is up to great extent. Moreover, a significant relationship between manifestation of learners’ autonomy and profile variables were found except, the relationship between academic performance and control over learning management and control over cognitive processing. Also, the respondents were able to identify several problems and challenges in their autonomy. Finally, based on the findings of the study, a learning strategy matrix was prepared to further enhance the learner autonomy in language learning among senior high school students of Lyceum of the Philippines University campuses.

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“…Thus, the high school strand contributes to learners' selection of higher education board courses. The study of Malaga and Oducado (2021) further supported that the strand or track of students in senior high school influences their academic selfregulated learning and performance.…”

Section: Tablementioning

confidence: 77%

“…Furthermore, all strands treated as the reference group are found to be not significant predictors of GPA for the board course, Bachelor of Science in Elementary Education. In contrast, Malaga and Oducado (2021) emphasized the need for college programs to consider the academic strands of students in senior high school when admitting students to a particular program. Also, Alipio (2020) states that K to 12 curricula prepares students for their career in college and industry, yet, pointed out that students may take a college degree that is not aligned with the strand taken in senior high school.…”

Section: Table 11mentioning

confidence: 99%

Admission Requirements and Academic Performance of Board vs Non-Board Course in Higher Education Institution

Barroso

2022

APJSBS

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Higher Education Institutions require specific admission criteria to select the best candidates for a particular program. This study aims to assess the admission requirements and academic performance of the board and non-board course learners. Specifically, this quantitative study utilized a descriptive-correlational research design. The data came from randomly selected third-year college students in the different Board and Non-Board programs enrolled in the academic year 2020-2021. There were 286 respondents who took part in the study, 153 from the board course program, Bachelor of Science in Elementary Education, and 133 from the non-board course program, Bachelor of Science in Information Technology. The data revealed that the most number of enrollees in the non-board course, BSIT is from the Technical-Vocational-Livelihood (TVL) Strand, while most learners from the Board course, BSEE belong to the General Academic Strand (GAS). Further, findings showed that the High-school Grade Point Average and the College Academic Performance of students from the non-board course, BSIT, were moderately correlated, and a similar relationship is observed for the variables College Admission Test and GPA. Meanwhile, for the Board Course, BSEE, admission tests, and high-school GPA are predictors of college academic performance. On the other hand, high-school strands are not predictors of the BSEE student's GPA. In conclusion, the College admission tests and high-school GPA are essential admission requirements for the board and non-board programs to predict academic performance. However, the high-school strand can be a determining factor for the academic performance for the non-board course, but not for the board course.

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Does Senior High School Strand Matter in Nursing Students’ Academic Self-Regulated Learning and Academic Performance?

Cited by 6 publications

References 9 publications

Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE)

Performance Assessment of the First Year Engineering Students using Force and Motion Conceptual Evaluation (FMCE)

Learner Autonomy as an Instructional Strategy in Enhancing Language Learning

Admission Requirements and Academic Performance of Board vs Non-Board Course in Higher Education Institution

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