Effects of One Month Orientation on the Academic Performance (1st Semester-Preliminaries) of...

NYK-TDG MARITIME ACADEMY “The Effects of One Month Orientation on the Academic Performance (1st Semester-Preliminaries) of Freshmen Cadets of NYK-TDG Maritime Academy as Perceived by Class 2014”

ABSTRACT

TITLE OF BABY THESIS: “THE EFFECTS OF ONE MONTH ORIENTATION

ON THE ACADEMIC PERFORMANCE (1st

Semester-Preliminaries)

OF FRESHMEN CADETS OF NYK-TDG

MARITIME ACADEMY AS PERCEIVED BY

CLASS 2014”

RELATED SUBJECT : English II: Writing in the Discipline

RESEARCHER : E/Cdt Bepitel, Breylle L., Class 2014

DEGREE : Bachelor of Science in Marine Engineering

A. STATEMENT OF THE PROBLEM

This study intended to study the factors affecting the academic

performance of the freshmen cadets during their 1st semester-

preliminaries at NYK-TDG Maritime Academy. It aimed to answer questions

such as: if three factors (stress, homesickness and massive exercise)

affect the academic performance of the first year cadets on their

preliminaries of 1st semester during their one month orientation, if

treatments for the three factors were given, will the freshmen cadets’

grades become better, if the freshmen cadets just have a hard time in

dealing with their subjects and if these three factors do bad physically,

mentally, and emotionally to the freshmen cadets.

1


B. METHODOLOGY

The researcher used surveying by using questionnaire to gather data

about the topic. The questionnaire looks like a checklist. It is composed of

“yes or no” questions. The descriptive method of research was employed

in the research. And after that the researcher gathered the information

that was given by the respondents which were composed of first year

cadets. The researcher started in analyzing the data and made a

conclusion to the study.

C. RESULTS

The researcher gathered the findings that the one month orientation of

the freshmen cadets (Class 2014) had contributed a negative effect in

their academic performance during their 1st semester-preliminaries which

occurred on the months of June and July, same as with the orientation

month. The respondents agreed that they have experienced stress,

homesickness and massive exercises and admitted that those factors

were the primary reasons of the downfall of their grades.

D. CONCLUSIONS

Combining all the gathered data from the related studies and the

response of the respondents, the researcher had formulated satisfying

conclusions: that stress, homesickness and massive exercise affected the

academic performance of the first year cadets on their preliminaries of 1st

semester during their one month orientation, but if treatments for these

three factors were given except for the cell phone, freshmen cadets’

grades will become better. The respondents didn’t agree that having cell

phone on that time will help them to do well in their academics.

2


E. RECOMMENDATIONS

Through the data gathered and response from the respondents, the

researcher had arrived into recommendations for the next researchers.

The researcher recommends that they should consider those cadets who

have low grades. They must conduct a research of those cadets who have

failing grades during their 1st semester-preliminaries. They should also

develop the statement of the problems in order to arrive into a more but

not limited efficient results and conclusions that will further improve the

research. The researcher also recommends the administration of the

Academy that further study should be conducted to determine other

factors that affect the academic performance of the freshmen cadets

during their orientation month and with this, they’ll have effective

treatments for these problems.

3


ACKNOWLEDGMENT

The researcher recognizes with gratitude and appreciation his

indebtedness to the following persons who have made valuable

contribution to the successful completion of this study:

To Prof. Jesher V. Mapisa, his researcher adviser, for his time,

for the guidance, patience in checking drafts, encouragement and for

giving enough consideration;

To his good friends, E/Cdt, Libao, Fernando, Jr, E/Cdt Lumaho,

Frederick, E/Cdt. Benablo, Federico Jr., E/Cdt Binaldo, Mickven and E/Cdt

Conde, Rogel Vyrdell for their help and untiring support;

To his classmates from Section Crankshaft, batchmates who

served as his respondents and his seniors for giving some help in making

the study;

To his beloved parents who are supporting him by helping and

providing all he needs and;

Most of all, God, who has endowed the researcher with

intellectual gifts and strong faith which sustained him through the

different stages of his research work.

To all of you, he gives his high salute!

E/Cdt. Bepitel, Breylle, Class 2014

Researcher

TABLE OF CONTENTS

4


Chapter I Introduction

Page

Background of the Study

1

Conceptual Framework

2

Statement of the Problem 3

Significance of the Study

3

Scope and Limitation 4

Definition of Terms

4

Chapter II Review of Related Literature

Academic Performance 6

One Month Orientation 7

Factors Affecting Academic Performance

8

Stress

8

Homesickness 8

Massive Exercise 8

5


Chapter IIIMethodology

Research Design

10

Respondents and Sampling Procedure 10

Data Gathering Instrument

11

Data Gathering Procedure 11

Chapter IVPresentation, Analysis and Interpretation of Data

12

Chapter V Summary, Conclusions, and Recommendations

Summary 24

Conclusions

24

Recommendations 25

Bibliography 27

Appendix

28

6


Curriculum Vitae

30

LIST OF TABLES

Table

Page

1 Shows the answer of respondents for question 1

12


13


14


15


16


17


18

7



19


20


21

11 shows the response of the respondents to the

22

questions asked as a whole.

LIST OF FIGURES

Figure

Page

1. Schematic Diagram of Conceptual Framework 2

of the study

8


LIST OF APPENDICES

Appendix

Page

1. Questionnaire

28

9


Dedication

This humble work is dedicated to all

Who have committed themselves

To the improvement

Of the life of our people.

Chapter I

INTRODUCTION

This chapter discusses the background of the study,

conceptual framework that will be followed in the entire duration of the

research, statement of the problem that will be given corresponding

answers as the research goes by, scope and limitations that would serve

10


as the boundary of the research and definition of key terms, to give

meaning to unfamiliar words used.

Background of the Study

In NYK-TDG Maritime Academy, the one month orientation

training is a one-month indoctrination course where freshmen cadets are

quartered in the entire duration of the period. The one-month orientation

usually starts at the last week of May and usually ends on the first week of

July. At that period of time, the freshmen cadets are isolated from their

families and friends and prohibited from entertaining visitors.

A hectic schedule consisting of strenuous training, refresher

course in Mathematics, English and introductory lectures in Navigation or

Marine Engineering makes up the day of every freshman.

Here in the Academy, academic performance is not just a

simple thing. Academic performance has a great impact to each and

everyone. The extent of cadet’s learning in academics may be

determined by the grades a cadet earns for a period of learning has been

done. It is believed that a grade is a chief indicator of such learning.

If a learner earns high grades it is concluded that they may also have

learned a lot while low grades indicate lesser learning.

Nevertheless, the researcher found out that during the one

month orientation of the freshmen cadets, their grades in their 1st

semester-preliminaries were very low.

And with that, the researcher would like to investigate and

prove the potential relationship of one-month orientation to the academic

performance (1st Semester-Prelims) of first year cadets of NYK-TDG

11


Maritime Academy. The investigation on this area hence becomes an

existent and undeniable motivation for the researcher to conduct this

study.

Conceptual Framework of the Study

Figure 1 Shows Schematic Diagram of the Conceptual Framework

First Year ONE MONTH

Cadets ORIENTATION

Academic Homesickness

Performance Massive Exercise

(1st Semester-Prelims) Stress

The study focuses on the factors involved in the one-month

orientation affecting the academic performance of the freshmen cadets,

such as homesickness, massive exercise and stress. In this view, the

researcher wanted to study the factors in which influence the academic

performance of the first year cadets during their 1st Semester-

Preliminaries.

Statement of the Problem

12


This study intended to investigate if the one month orientation

really affected the academic performance of the freshmen cadets during

their 1st semester-preliminaries at NYK-TDG Maritime Academy.

It also aimed to answer the following questions:

1) Did stress, homesickness and massive exercise affect the academic

performance of the first year cadets on their preliminaries of 1st

semester during their one month orientation?

2) If treatments for these factors were given, will the freshmen cadets’

grades become better?

3) Did the freshmen cadets just have a hard time in dealing with their

subjects?

4) Did these three factors do bad physically, mentally, and emotionally

to the freshmen cadets?

Significance of the Study

The researcher believed that cadets, particularly of NYK-TDG

Maritime Academy, will be benefited from the findings of this study since

the study provides basis for knowledge and better understanding on their

current academic performance. Likewise, this will give them a more

focused and clear perspective on how those factors affected them during

their one-month orientation.

Cadets will be given information on how one-month orientation will affect

their academic performance.

13


School administrators, like subject area coordinators, may also be

guided in the formulation of future alteration of the one-month orientation

seminar of the preceding batches.

Instructors will also be helped in understanding better the diversity of

learning of their students (cadets). As such, it is hoped that they could

develop more effective methodologies in teaching their subject matter.

Future Researchers, they may be able to use the results of the study in

further research similar to what the study is.

Scope and Limitations

This study was conducted on March 13-15, 2011 at NYK-TDG

Maritime Academy. This study considered only NYK-TDG Maritime

Academy and the cadets in it. The limitation of this research was the

respondents were first year cadets only and their number, as well. The

respondents were only 40. They were the only respondents to be allowed

to participate in the research. This may have an effect on the

generalization of the study and its findings.

Definitions of Key Terms

Academic performance- refers to how cadets deal with their

studies and how they cope with or accomplish different tasks given

to them by their teachers.

Homesickness- is the distress or impairment caused by an actual

or anticipated separation from the specific home environment or

attachment objects.

Massive exercise- is an intense bodily activity wherein it will only

be given if a cadet do something wrong.

14


NYK-TDG Maritime Academy- is a technical school built in

partnership of Nippon Yusen Kaisha or NYK Line of Japan and the

Transnational Diversified Group (TDG). It is located in Calamba,

Laguna.

One Month Orientation- is a one-month indoctrination course

where freshmen cadets are quartered at NYK-TDG Maritime

Academy from last week of May to 1st week of July.

Stress – is a normal physiological response of the body to situations

or stimulus which is perceived as 'dangerous' to the body.

Chapter II

REVIEW OF RELATED LITERATURE

This chapter includes the purpose of the literature review, a

review of the literature of factors affecting academic performance, and

other literature sources. The chapter highlights recurring themes and

recommended practices that evolve from this literature review.

In the past, academic performance was often measured more

by ear than today. Teachers' observations made up the bulk of the

15


assessment, and today's summation, or numerical, method of determining

how well a student is performing is a fairly recent invention. Grading

systems came into existence in America in the late Victorian period, and

were initially criticized due to high subjectivity. Different teachers valued

different aspects of learning more highly than others, and although some

standardization was attempted in order to make the system fairer, the

problem continued. Today, changes have been made to incorporate

differentiation for individual students' abilities, and exploration of

alternate methods of measuring performance is ongoing.

The tracking of academic performance fulfills a number of

purposes. Areas of achievement and failure in a student's academic

career need to be evaluated in order to foster improvement and make full

use of the learning process. Results provide a framework for talking about

how students fare in school, and a constant standard to which all students

are held. Performance results also allow students to be ranked and sorted

on a scale that is numerically obvious, minimizing complaints by holding

teachers and schools accountable for the components of each and every

grade.

Performance in school is evaluated in a number of ways. For

regular grading, students demonstrate their knowledge by taking written

and oral tests, performing presentations, turning in homework and

participating in class activities and discussions. Teachers evaluate in the

form of letter or number grades and side notes, to describe how well a

student has done.

At the state level, students are evaluated by their

performance on standardized tests geared toward specific ages and based

on a set of achievements students in each age group are expected to

meet.

16


The subjectivity of academic performance evaluation has

lessened in recent years, but it has not been totally eliminated. It may not

be possible to fully remove subjectivity from the current evaluation

methods, since most are biased toward students that respond best to

traditional teaching methods. Standardized testing is best responded to

by students that excel in reading, mathematics and test-taking, a skill that

is not in itself indicative of academic worth. The tests reward visual

learners, and give no chance for kinesthetic or auditory learners to show

their abilities. The standardized test fails to recognize students with

learning and physical disabilities that do not allow them to complete the

test in the same manner or amount of time as other students. Evaluations

from classroom teachers, though they give the most detailed information,

may still retain bias if individual differentiation and learning styles have

not been taken into account. (Michelle Bell, 1995)

One Month Orientation is a one-month indoctrination course

where freshmen cadets are quartered at NYK-TDG Maritime Academy in

the entire duration of the period. The one-month orientation usually starts

at the last day of May and usually ends on the first week of July. At that

period of time, the freshmen cadets are isolated from their families and

friends and prohibited from entertaining visitors.

A hectic schedule consisting of strenuous training, refresher

course in Mathematics, English and introductory lectures in Navigation or

Marine Engineering makes up the day of every freshman.

17


One Month Orientation had significantly contributed to the

academic performance of the freshmen cadets of NYK-TDG Maritime

Academy on their 1st semester-preliminaries. There are some factors that

affect the academic performance of the cadets and these are stress,

homesickness and massive exercise.

Factors Affecting Academic Performance

According to Mark Crilly (2000), stress is generally a good thing as

all individuals must have some stress to survive. However, when

students have too much stress in their lives or the stress is

perceived as being a negative event then psychological and

physical impairments can sometimes be seen. There are ways that

students can reduce stress in school but they have to work at what

they are doing and learn how to get enough social support, enough

time for leisure and enjoyment, and manage their time correctly.

If students are not able to meet any type of personal need through

different leisure activities or hobbies they may feel as though the

stress that they must deal with in classes and during exams is

actually much stronger than what it really is.

According to Palm Beach Community College (PBBC,

2008),they recommend that student’s study should have at least

three hours out of class for every hour spent in class. They also said

that a student must have a special place to study with plenty of

room to work. And students should not be cramped. They

presupposes that study time will go better if a learner take a few

minutes at the start to straighten things up.

18


Homesickness is the distress or impairment caused by an actual or

anticipated separation from the specific home environment or

attachment objects. The term is in origin a loan translation of

nostalgia, a learned term coined in Baroque period medicine.

The Oxford English Dictionary describes homesickness

as a feeling one has when missing home. Feelings of longing are

often accompanied by anxiety and depression. These symptoms

may range from mild to severe. Homesickness frequently occurs

when one travels and may be exacerbated by unfamiliar

environments or foreign cultural contexts.

Homesickness is especially common in youth. Young

people may experience a sense of dread, helplessness, or

separation anxiety on their first day of school, summer camp, or on

a protracted summer vacation away from the family. Many first-year

students at boarding schools or universities also experience

homesickness.

Massive exercise is an exercise done excessively. You know that

when you exercise, your muscles are being used, whether you are

swimming, running, walking, weightlifting or even doing breathing

exercises. Whenever you use your muscles during exercise,

demands are being made on the rest of your body. For example,

your heart is will beat faster so that more blood containing well-

needed oxygen is pumped to your muscles. In addition, your

stomach ceases its works during exercise to reduce the amount of

energy that is used up, thus making it possible for the muscles to

have all the energy that they require. Massive exercise had

contributed a lot of bad outputs in the academic performance of a

person who exercise this kind of exercise.

19


Chapter III

METHODOLOGY

This chapter presents the research design used, the sampling

procedure on the selection of the respondents, the data gathering

instrument and the data gathering procedure.

Research design

20


This study aims in determining effects of one month

orientation on the academic performance (1st semester-preliminaries) of

freshmen cadets of NYK-TDG Maritime Academy.

The descriptive method of research was employed in this

research. Descriptive research describes data and characteristics about

the population or phenomenon being studied and with this, the researcher

will be self-assured to gather the answers that will provide for the

significance of the research.

Sampling procedure

The Respondents

The respondents of the study were the freshmen cadets of

Class 2014. Respondents were selected by convenience sampling. There

were ten (10) respondents from each section of Class 2014. The sections

were as follows: Section Crux, Section Vega, Section Crankshaft and

Section Flywheel.

The researcher identified the respondets by asking permission

from them if they can humanely serve as one of the respondents of the

said research.

The Data-Gathering Instrument

The data-gathering instrument used in the study was a survey

questionnaire that can be answered using checkmarks.

For the procedure, the respondents should first fill in the

information part located above the questionnaire with their name, section

and course.

In the questionnaire, respondents should first read the

questions properly and simply put a check on the choices given. The

21


choices were only “yes” or “no” The respondents will just simply put a

check which corresponds to their answer towards the particular question

or item asked.

The Data Gathering Procedure

After the questionnaires were answered, the researcher asked

permission from the respondents to administer all the questionnaires that

were provided in order to answer the problems of the study.

The questionnaires were personally distributed by the

researcher to the respondents from different sections. The respondents

answered all the questions in the questionnaires. After the questionnaires

were answered, the researcher gathered the questionnaires and thanked

the respondents for their on time and ordered response.

And after the researcher gathered the information needed,

the researcher started in analyzing the data gathered.

Chapter IV

Presentation, Interpretation and Analysis of Data

This chapter presents the data gathered, the interpretation

and the analysis of the data that were gathered from the survey that has

been conducted from the research entitled, “The Effects of One Month

Orientation on the Academic Performance (1st Semester-Preliminaries) of

Freshmen Cadets of NYK-TDG Maritime Academy.”

22


Table 1 shows the denomination of the answers of the respondents on question 1.

QUESTION Crankshaft Flywhee

l

Crux Vega Total Average

YES NO YES NO YES NO YES NO YE

S

NO YES NO

1. Do you think stress

affected your

academic

performance during

the preliminaries on

your 1st semester?

9 1 10 0 10 0 10 0 39 1 97.5%

2.5%

In question 1, 9 out of 10 respondents from Section

Crankshaft answered “yes” and only 1 answered “no”. Meanwhile, 10 out

10 respondents from Section Flywheel answered “yes” and no one

answered “no”.

On the other hand, 10 out of 10 respondents from Section Crux answered

“yes”, therefore, no one answered “no” while 10 out of 10 respondents

from Section Vega answered “yes” and no one answered “no”. Over-all,

there were 39 out of 40 respondents answered “yes” while only 1

answered “no”. In average, there were 97.5% of the respondents who

favored for “yes” while 2.5% favored for “no.” Therefore, most

respondents believed that stress really affected their academic

performance on their first semester-preliminaries because of the

orientation month.

23



QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

2. Do you think massive

exercises affected

your academic

performance during

the preliminaries on

your 1st semester?

6 4 7 3 8 2 8 2 29 11 72.5

%

27.5

%


Crankshaft answered “yes” and 4 answered “no”. Meanwhile, 7 out 10

respondents from Section Flywheel answered “yes” and 3 answered “no”.


“yes”, and 2 answered “no” while 8 out of 10 respondents from Section

Vega answered “yes” and only 2 answered “no”. Over-all, there were 29

out of 40 respondents who answered “yes” while 11 answered “no”. In

average, there were 72.5% of the respondents who favored for “yes”

while 27.5% favored for “no.” Therefore, most respondents believed that

massive exercise really affected their academic performance on the first

semester-preliminaries because of the orientation month.

24



QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

3. Do you think

homesickness affected

your academic

performance during

the prelim on your 1st

semester?

9 1 8 2 8 2 7 3 32 8 80% 20%



10 respondents from Section Flywheel answered “yes” and only 2

answered “no”.

Meantime, 8 out of 10 respondents from Section Crux answered “yes” and

only 2 answered “yes” while 7 out of 10 respondents from Section Vega

answered “yes” and 3 answered “no”. Over-all, there were 32 out of 40

respondents answered “yes” while 8 answered “no”. In average, there

were 80% of the respondents who favored for “yes” while 20% favored for

“no.” Therefore, most respondents believed that homesickness really

affected their academic performance on the first semester-preliminaries

because of the orientation month.

25



QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

4. If there were no

massive exercises

given to you that time,

could you make your

academics better?

8 2 7 3 8 2 7 3 30 10 75% 25%




answered “no”. On the other hand, 8 out of 10 respondents from Section

Crux answered “yes” and only 2 answered “no” while 7 out of 10

respondents from Section Vega answered “yes” and 3 answered “no”.

Over-all, there were 30 out of 40 respondents answered “yes” while 10

answered “no”. In average, there were 75% of the respondents who

favored for “yes” while 25% favored for “no.” Therefore, most

respondents believed that if massive exercises weren’t given at that time,

their academics will become better during the 1st semester-prelimibnaries.


QUESTION Crankshaf

t

Flywhee

l


26



S

NO YES NO

5. Do you think if you

have your cell phone

in your one month

orientation, can you

concentrate on your

academics?

6 4 3 7 8 2 2 8 19 21 47.5

%

52.5

%



respondents from Section Flywheel answered “yes” and 7 answered “no”.


“yes” and only 2 answered “no” while only 2 out of 10 respondents from

Section Vega answered “yes” and 8 answered “no”. Over-all, there were

19 out of 40 respondents answered “yes” while 21 answered “no”. In


while 52.5% favored for “no.”

Therefore, most respondents believed that if they have their cell phones

in their one month orientation, they cannot concentrate on their

academics.


QUESTION Crankshaf

t

Flywhee

l


YES NO YES NO YES NO YES NO YE NO YES NO

27


S

6. Do you think if you

have longer time of

sleep during the

orientation month, will

it help you make your

grades better?

8 2 9 1 10 0 9 1 36 4 90% 10%





Crux answered “yes”, therefore, no one answered “no” while 9 out of 10

respondents from Section Vega answered “yes” and only 1 answered

“no”. Over-all, there were 36 out of 40 respondents answered “yes” while

only 4 answered “no”. In average, there were 90% of the respondents

who favored for “yes” while 10% favored for “no.” Therefore, most

respondents believed that if they have longer time of sleep during the

orientation month, it will help them make their grades better.


QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

7. If you have felt

28


difficulties/challenges

on your academics, did

it take you a longer

time to adjust?

4 6 7 3 5 5 7 3 23 17 57.5

%

42.5

%



respondents from Section Flywheel answered “yes” and only 3 answered

“no”. On the other hand, 5 out of 10 respondents from Section Crux

answered “yes” and 5 answered “no” while 7 out of 10 respondents from

Section Vega answered “yes” and only 3 answered “no”. Over-all, there

were 23 out of 40 respondents answered “yes” while only 17 answered

“no”. In average, there were 57.5% of the respondents who favored for

“yes” while 42.5% favored for “no.” Therefore, most respondents believed

that they felt difficulties/challenges on their academics and took them a

long time to adjust.

Table 8 shows the denomination of the answers of the

respondents on question 8.

QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

29


8. Do you think it was

just the subjects that

were too hard to

understand?

1 9 7 3 3 7 4 6 15 25 37.5

%

62.5

%

In question 8, only 1 out of 10 respondents from Section


respondents from Section Flywheel answered “yes” and only 3 answered

“no”. On the other hand, only 3 out of 10 respondents from Section Crux

answered “yes” and 7 answered “no” while 4 out of 10 respondents from

Section Vega answered “yes” and 6 answered “no”. Over-all, there were

15 out of 40 respondents answered “yes” while only 25 answered “no”. In


while 62.5% favored for “no.” Therefore, most respondents believed that

the subjects weren’t that hard to understand.


QUESTION Crankshaf

t

Flywhee

l



S

NO YES NO

30


9. Do you think if these

three factors (massive

exercise, stress and

homesickness) didn’t

exist on that time, will

your grades get

higher?

7 3 10 0 9 1 8 2 34 6 85% 15%



10 respondents from Section Flywheel answered “yes” therefore, no one



respondents from Section Vega answered “yes” and only 2 answered

“no”. Over-all, there were 34 out of 40 respondents answered “yes” while

only 6 answered “no”. In average, there were 85% of the respondents

who favored for “yes” while 15% favored for “no.” Therefore, most

respondents believed that if the three factors (massive exercise, stress

and homesickness) didn’t exist on that time, their grades will become

higher.


QUESTION Crankshaf

t

Flywhee

l


YES NO YES NO YES NO YES NO YE NO YES NO

31


S

10. Did these three factors

(massive exercise,

stress and

homesickness) do bad

to you physically,

mentally, and

emotionally?

3 7 6 4 7 3 6 4 22 18 55% 45%

And last, in question 10, only 3 out of 10 respondents from

Section Crankshaft answered “yes” and 7 answered “no”. Meanwhile, 6

out 10 respondents from Section Flywheel answered “yes” and 4



respondents from Section Vega answered “yes” and 4 answered “no”.

Over-all, there were 22 out of 40 respondents answered “yes” while 18

answered “no”. In average, there were 55% of the respondents who

favored for “yes” while 45% favored for “no.” Therefore, most

respondents believed that the three factors (massive exercise, stress and

homesickness) did bad to them physically, mentally, and emotionally.

To better understand the data presented above, the

researcher made a table with the tallied results. This will help to easily

understand the answers of the respondents as a whole.

Table 11 shows the response of the respondents to the questions

asked as a whole.

32


Questions Response/Answer

1. Do you think stress affected your academic

performance during the preliminaries on your

1st semester?YES

2. Do you think massive exercises affected your

academic performance during the preliminaries

on your 1st semester?YES

3. Do you think homesickness affected your

academic performance during the prelim on

your 1st semester?YES

4. If there were no massive exercises given to you

that time, could you make your academics

better?YES

5. Do you think if you have your cell phone in your

one month orientation, can you concentrate on

your academics?NO

6. Do you think if you have longer time of sleep

during the orientation month, will it help you

make your grades better?YES

7. If you have felt difficulties/challenges on your

academics, did it take you a longer time to

adjust?YES

8. Do you think it was just the subjects that were

too hard to understand?NO

9. Do you think if these three factors (massive

exercise, stress and homesickness) didn’t exist

33


on that time, will your grades get higher? YES

10. Did these three factors (massive exercise, stress

and homesickness) do bad to you physically,

mentally, and emotionally?YES

Chapter V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, as well as

the conclusion drawn by the researcher after conducting the study.

Lastly, it includes the recommendations of the researcher for the future

studies that will be conducted similar to this study.

34


Summary

The researcher aimed to know about “The Effects of One

Month Orientation on the Academic Performance (1st Semester-

Preliminaries) of Freshmen Cadets of NYK-TDG Maritime

Academy.”

After the researcher identified the first year cadets who will

serve as the respondents of the study, the researcher conducted a survey

to them in the form of questionnaire to know the effects of one month

orientation on their academic performance (1st semester-preliminaries).

In addition, the questions were carefully studied to meet the appropriate

answers to the problems raised by the researcher. Specifically, it aimed

to answer certain questions developed by the researcher to know mainly

the effects of one month orientation on the academic performance (1st

Semester-Preliminaries) of freshmen cadets and the factors contributing

to it. Moreover, results showed that most of the freshmen cadets agreed

that the one month orientation they undergone really contributed to their

academic performance during the 1st Semester-Preliminaries.

Conclusion

Combining all the gathered data from the related studies and

the response of the respondents, the researcher forlmulated satisfying

conclusions:

1) Stress, homesickness and massive exercise affected the academic

performance of the first year cadets on their preliminaries of 1st

semester during their one month orientation.

35


2) If treatments for these three factors (stress, homesickness and

massive exercise) were given except for the cell phone, freshmen

cadets’ grades become better. The respondents didn’t agree that

having cell phone on that time will help them to do well in their

academics.

3) Freshmen cadets have a hard time in dealing with their subjects.

4) Freshmen cadets didn’t think that the subjects were too hard to

understand. It didn’t contribute to the downfall of their grades.

5) The three factors (massive exercise, stress and homesickness), if

didn’t exist on that time, freshmen cadets’ grades will become

better.

Therefore, the researcher concludes that there were really

effects of one month orientation on the academic performance (1st

semester-preliminaries) of freshmen cadets. Because of this study, it

provides basis for knowledge and better understanding on the low

academic performance of the first year cadets in the 1st semester-

preliminaries.

Recommendations

Through the data gathered and response from respondents,

the researcher had arrived into the following recommendations engaged

in the study.

1. The next researchers should consider those cadets who have low

grades. They must conduct a research of those cadets who have

failing grades in their 1st semester-preliminaries.

36


2. The scheme of gathering data should be followed up in order to

arrive into a more effective study. In addition, the next researchers

should include feedbacks of the respondents concerning the

improvement of the study.

3. The next researchers must develop the statement of the problems

in order to arrive into a more but not limited efficient results and

conclusions that will further improve the research.

4. Further study should be conducted to determine other factors that

affect the academic performance of the freshmen cadets during

their orientation month.

Bibliography

B. A. Chansarkar and A. Michaeloudis, (2001)

Student profiles and factors affecting performance

Int. j. math. educ. sci. technol., 2001, vol. 32, no. 1, 97–104, Pp 103-104

37


Baxter, A. and Hatt, S. (2000)

`Everything Must Go: A Study of Clearing and First Year Progression’

Journal of Further and Higher Education Vol 24 No 1 pp5-14

C. Ricketts, S. J. Wilks, (2002),

”Improving Student Performance Through Computer-based Assessment:

Insights from recent research “Assessment & Evaluation in Higher Education,

Volume 27, Number 5, 1, pp. 475-479(5)

George R. Goethals (October, 2001)

“Peer effects, gender, and intellectual performance among students at a highly selective college: a social comparison of abilities analysis”

Discussion Paper-61

Appendix

Name (Optional): _____________________ Section: ___________________

Course: _______________________

38


Greetings of peace!

Dear Respondents:

The researcher would like to ask your help regarding “The Effects

of One Month Orientation on the Academic Performance (1st

Semester-Preliminaries) of Freshmen Cadets of NYK-TDG

Maritime Academy.” Your opinions are indeed important for this study.

The researcher would appreciate your response to this. The researcher

assures you that your response will be respected and be kept confidential.

Directions: Kindly read the questions carefully. This questionnaire is

answerable by “yes or “no.” You will just simply put a checkmark which

corresponds to your answer towards the particular question or item.

QUESTIONS YES NO

1) Do you think stress affected your academic performance during the preliminaries on your 1st semester?

2) Do you think massive exercises affected your academic performance during the preliminaries on your 1st semester?

3) Do you think homesickness affected your academic performance during the preliminaries on your 1st semester?

4) If there were no massive exercises given to you that time, could you make your academics better?

5) Do you think if you have your cell phone in your one month orientation, can you concentrate on your academics?

6) Do you think if you have longer time of sleep during the orientation month, will it help you make your grades better?

39


7) If you have felt difficulties/challenges on your academics, did it take you a longer time to adjust?

8) Do you think it was just the subjects that were too hard to understand?

9) Do you think if these three factors (massive exercise, stress and homesickness) didn’t exist on that time, will your grades get higher?

10) Did these three factors (massive exercise, stress and homesickness) do bad to you physically, mentally, and emotionally?

CURRICULUM VITAE

NAME : Breylle L. Bepitel

DATE OF BIRTH : 12 April 1993

PLACE OF BIRTH : Isulan, Sultan Kudarat

40


EDUCATIONAL BACKGROUND

Elementary : Montessori Learning Center of Isulan, Inc. (2000-2006)

High School : Sultan Kudarat State University-Science Laboratory

High School (2006-2010)

College : NYK-TDG Maritime Academy, Calamba City,

Laguna (2010-present)

HONOR/S AND AWARD/S:

Consistent Honor Student since Elementary

GOALS IN LIFE:

Since he was a kid, all he dreamt of is to have a life full of gold. Or in other words, he wanted to become rich. In his young mind, he always told himself that when he grows up, he’ll work very hard for him to earn much. And why? It’s because he don’t want his kids to experience the same thing he had experienced before.

41


He admits.....his family is suffering from a financial crisis since then. But he doesn’t consider this as a hindrance in reaching his goals in life. Instead, he’s using it as a challenge to do well and to make better of himself.

There are so many things he wants to do if he already has his career. Some of these are to help his family, secure his future and help those who are in need, honestly.

As he always said,

“If the mind can conceive, everything can be achieved”!

42

Effects of One Month Orientation on the Academic Performance (1st Semester-Preliminaries) of...

Documents

Transcript of Effects of One Month Orientation on the Academic Performance (1st Semester-Preliminaries) of...