An Investigation on the Effect of Class An Investigation on the Effect of Class Schedule in the Academic Performance of Schedule in the Academic Performance of

Third Year BSBT Students in Biosystematics Third Year BSBT Students in Biosystematics (S.Y. 2010-2011, 1st Semester)(S.Y. 2010-2011, 1st Semester)

By Leslie Ann C. OrmenitaBy Leslie Ann C. Ormenita

III-A BSBTIII-A BSBT

Undergraduate Program StudentUndergraduate Program Student

IntroductionIntroduction

Researchers have proven that academic Researchers have proven that academic performance of students is affected by performance of students is affected by several factors.several factors.

The academic performance of a student The academic performance of a student could be a good determinant of how well could be a good determinant of how well a student will handle himself when he is a student will handle himself when he is already out in the field and doing his own already out in the field and doing his own line of work line of work

Biosystematics is defined as “the science Biosystematics is defined as “the science through which life forms are discovered, through which life forms are discovered, identified, described, named, classified identified, described, named, classified and catalogued, with their diversity, life and catalogued, with their diversity, life histories, living habits, roles in an histories, living habits, roles in an ecosystem, and spatial and geographical ecosystem, and spatial and geographical distributions recorded.distributions recorded.

This body of knowledge is included in the This body of knowledge is included in the curriculum of Bachelor of Science in curriculum of Bachelor of Science in Biology for Teachers (BSBT) students Biology for Teachers (BSBT) students

The difference in the class schedules of The difference in the class schedules of the two sections enrolled in the BSBT the two sections enrolled in the BSBT program could mean that they have program could mean that they have different length of break times before the different length of break times before the said subject.said subject.

Statement of the ProblemStatement of the Problem

What is the demographic profile of the What is the demographic profile of the third year BSBT students in terms of:third year BSBT students in terms of:

ageage gendergender

To what type of activity are third year To what type of activity are third year BSBT students involved most during BSBT students involved most during their break times before their break times before Biosystematics?Biosystematics?

Is there a significant relationship in the Is there a significant relationship in the demographic profile and the activities of demographic profile and the activities of third year BSBT students?third year BSBT students?

What is the level of learning and What is the level of learning and academic performance of III-A BSBT academic performance of III-A BSBT and III-B BSBT students in and III-B BSBT students in Biosystematics?Biosystematics?

Is there a significant relationship in the Is there a significant relationship in the type of activity the third year BSBT type of activity the third year BSBT students are engaged during break students are engaged during break times and their learning and academic times and their learning and academic performance in Biosystematics?performance in Biosystematics?

MethodologyMethodology

ParticipantsParticipants 40 students from two sections that are 40 students from two sections that are

presently enrolled in the third year BSBT presently enrolled in the third year BSBT program and taking up Biosystematicsprogram and taking up Biosystematics

III-A BSBT III-A BSBT III-B BSBT III-B BSBT

ProcedureProcedure Each of the respondents was given a Each of the respondents was given a

survey form survey form Categories of ActivitiesCategories of Activities a.) academic a.) academic b.) nonacademic b.) nonacademic c.) OTHERS c.) OTHERS

MeasurementsMeasurements demographic profiles and preferred demographic profiles and preferred

activity of the respondents from each activity of the respondents from each group were treated through obtaining group were treated through obtaining their frequency (f) and percentage (% their frequency (f) and percentage (%

The used of Phi coefficient is necessary The used of Phi coefficient is necessary in knowing the relationship of the in knowing the relationship of the respondents’ demographic profile and respondents’ demographic profile and their chosen category of activities during their chosen category of activities during break times break times

Rules for Phi coefficient InterpretationRules for Phi coefficient Interpretation

-0.7 to -0.3 weak negative association.-0.7 to -0.3 weak negative association. 1.0 to -0.7 strong negative association.1.0 to -0.7 strong negative association. -0.3 to +0.3 little or no association.-0.3 to +0.3 little or no association. +0.3 to +0.7 weak positive association.+0.3 to +0.7 weak positive association. +0.7 to +1.0 strong positive association.+0.7 to +1.0 strong positive association.

In determining the level of learning and In determining the level of learning and academic performance of each group of academic performance of each group of respondents in Biosystematics course, respondents in Biosystematics course, measures of variability mean (X) and measures of variability mean (X) and standard deviation (SD) will be used in standard deviation (SD) will be used in analyzing the scores of the respondents analyzing the scores of the respondents in the questionnaire.in the questionnaire.

Eta correlation ratio will be used in Eta correlation ratio will be used in determining the relationship of the determining the relationship of the activities of the respondents during break activities of the respondents during break times and their academic performance or times and their academic performance or learning represented by the respondents’ learning represented by the respondents’ scores in the questionnaire given.scores in the questionnaire given.

Eta value close to +1 or -1 is said to be Eta value close to +1 or -1 is said to be significant.significant.

Results and DiscussionsResults and Discussions

Table 1. Frequency table of the Genders Of Respondents from III-A BSBT

And III-B BSBT

Gender

f % Cumulative Percent

male 4 20.0 20.0

female 16 80.0 100.0

Total 20 100.0

Frequency table of Age ofRespondents from

III-A BSBT

Age f %Cumulative Percent

17 1 5.0 5.0

18 12 60.0 65.0

19 6 30.0 95.0

21 1 5.0 100.0

Total 20 100.0

Frequency table of Age of Respondents from

III-B BSBT

Age f %Cumulative Percent

18 10 50.0 50.0

19 6 30.0 80.0

20 3 15.0 95.0

23 1 5.0 100.0

Total 20 100.0

Frequency table of the Category of

Activities of III-A BSBT during Break times

Category f %Cumulat

ive Percent

academic 3 15.0 15.0

non academic

2 10.0 25.0

others 15 75.0 100.0

Total 20100.

0

Category f %Cumulat

ive Percent

academic 16 80.0 80.0

non academic

1 5.0 85.0

others 3 15.0 100.0

Total 20100.

0

Frequency table of the Category of

Activities of III-A BSBT during Break times

Table of Scores of III-A BSBT

Scores Frequency Percent Cumulative Percent

7 2 10.0 10.0

8 1 5.0 15.0

10 5 25.0 40.0

11 6 30.0 70.0

12 2 10.0 80.0

13 1 5.0 85.0

14 1 5.0 90.0

15 2 10.0 100.0

Total 20 100.0

Table of Scores of III-B BSBT

Scores Frequency Percent Cumulative Percent

10 2 10.0 10.0

11 2 10.0 20.0

12 4 20.0 40.0

13 4 20.0 60.0

14 4 20.0 80.0

16 3 15.0 95.0

17 1 5.0 100.0

Total 20 100.0

mean obtained in the computation of mean obtained in the computation of these data scores from III-A BSBT is these data scores from III-A BSBT is 10.25 10.25

mean of the scores obtained by III-B mean of the scores obtained by III-B BSBT which is 13.15BSBT which is 13.15

standard deviation of the scores of the standard deviation of the scores of the two groups, III- A BSBT got s=2.212, two groups, III- A BSBT got s=2.212, while III-B BSBT got s=2.007 while III-B BSBT got s=2.007

Phi coefficientPhi coefficient III-A BSBT dataIII-A BSBT data In processing this value in the relation of In processing this value in the relation of

gender to activity, we would obtain a gender to activity, we would obtain a value of +0.306 or +0.3. This value value of +0.306 or +0.3. This value entails that there is a weak positive entails that there is a weak positive association or relationship in the gender association or relationship in the gender of the students and their chosen category of the students and their chosen category of activity during break time. of activity during break time.

In doing the age’s relationship to activity, we In doing the age’s relationship to activity, we would get a value of +0.658 or +0.7. This would get a value of +0.658 or +0.7. This means that there is a strong positive means that there is a strong positive relationship in the age of the respondents and relationship in the age of the respondents and their activity during break times. their activity during break times.

III-B BSBTIII-B BSBT phi coefficient value on the relationship of phi coefficient value on the relationship of

activity versus gender is +0.522 or +0.5 which activity versus gender is +0.522 or +0.5 which means that there is also a weak positive means that there is also a weak positive association between the gender of the students association between the gender of the students and their chosen category of activity during and their chosen category of activity during break timebreak time

phi value of activity versus age of this phi value of activity versus age of this same section is +0.674 or +0.7 which same section is +0.674 or +0.7 which also means that there is a strong positive also means that there is a strong positive relationship in the age of the respondents relationship in the age of the respondents and their activity during break times.and their activity during break times.

Eta correlation coefficientEta correlation coefficient The value of eta coefficient is 0.493 or The value of eta coefficient is 0.493 or

0.5 which is somehow, close to the value 0.5 which is somehow, close to the value of +1of +1

This means that there is a significant This means that there is a significant relationship between the activities of relationship between the activities of students in break time and their scores in students in break time and their scores in the examthe exam

ConclusionConclusion

We can therefore say that there is a weak We can therefore say that there is a weak but somehow positive relationship between but somehow positive relationship between the gender and the activity and a strong and the gender and the activity and a strong and positive relationship in the age and activity positive relationship in the age and activity of the respondents from the two sections. of the respondents from the two sections.

there is a significant relationship in the there is a significant relationship in the chosen category of activity of students and chosen category of activity of students and their academic performance in their academic performance in BiosystematicsBiosystematics

RecommendationRecommendation

I recommend that this research should I recommend that this research should have involved three groups instead of have involved three groups instead of only two groups.only two groups.

The questionnaire should have consisted The questionnaire should have consisted also of questions that measures and also of questions that measures and challenges higher thinking skills of the challenges higher thinking skills of the students instead of having questions that students instead of having questions that are of identification type.are of identification type.

The result of this study implies that The result of this study implies that longer hours of break times does not longer hours of break times does not necessarily help the students in necessarily help the students in improving their academic performance in improving their academic performance in school because it only gives them the school because it only gives them the opportunity to wander around and do opportunity to wander around and do things that are not related to their studies.things that are not related to their studies.

Thank you for

Listening!!

there is a significant relationship in the there is a significant relationship in the chosen category of activity of students chosen category of activity of students and their academic performance in and their academic performance in Biosystematics Biosystematics