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Transcript of Thesis Single Parent as a Non
THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE
A Thesis Presented toThe Faculty of the School of Nursing
Calayan Educational Foundation, Inc. (CEFI)Lucena City
In Partial Fulfillment of theRequirements for the Degree
Bachelor of Science in Nursing
MARIA AMELIE S. RICAFORTJULIE ANN PRODIGOWINCHELL PIÑANA
March 2009
APPROVAL SHEET
This thesis entitled, “THE SINGLE PARENT AS A NON-TRADITIONAL
NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC
PERFORMANCE” prepared and submitted by MARIA AMELIE S. RICAFORT, JULIE
ANN PRODIGO and WINCHELL PIÑANA in partial fulfillment of the requirements for
the degree Bachelor in Science in Nursing has been examined and recommended for
acceptance and approval for Oral Examination.
NELSON HUGO Adviser
ORAL EXAMINATION COMMITTEE
Approved by the Committee on Oral Examination with a grade of
_________________________________ .
_______________________________________________.Chairperson
______________________________ _________________________________ Member Member
Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Science in Nursing.
MRS. REBECCA S.A. SERGIO, RN, MANDean, College of Nursing
i
ACKNOWLEDGEMENT
Words cannot truly express the researchers’ profound thanks to
the following people, who made completion of this study possible:
To Mr. Nelson Hugo, for his guidance as research adviser.
To Nursing Dean, Mrs. Rebecca Sergio, an extraordinarily
effective and inspiring mentor, for your gifts of knowledge and
compassion;
To our distinguished panel for providing further enrichment.
To our classmates for providing companionship and interaction.
To our language adviser for polishing the text and presentation.
To our dear parents who taught us the value of a good
education, and our siblings who have been sources of unceasing
encouragement.
To the 56 nursing students, the respondents of this study,
whose cooperation allowed us to precious insights about academic
performance among traditional and non-traditional students.
And most of all, to the Almighty God, source of all wisdom and
strength, thank You for blessings and grace to live each day.
- Maria Amelie , Julie Ann, and Winchell
ii
DEDICATION
This work is lovingly dedicated to our respective families,
who shared the risks and sacrifices required to complete it.
- Maria Amelie , Julie Ann, and Winchell
iii
TABLE OF CONTENTS
APPROVAL SHEET……………………………………………………………… i
ACKNOWLEDGEMENT ………………………………………………………… ii
DEDICATION…………………………………………………………………… iii
TABLE OF CONTENTS………………………………………………………. iv
LIST OF TABLES……………….…………………………………………… vi
LIST OF FIGURES…………………………………………………………… vii
THESIS ABSTRACT………………………………………………………….. viii
CHAPTER Page
I THE PROBLEM
Introduction…………………………………………………………. 1
Statement of the Problem……………………………………………4
Hypotheses …………………………………………………………. 5
Conceptual Framework……………………………. ……………….
6
Scope and Limitation of the Study………..…………………………
6
iv
Significance of the Study…………………………………………… 8
Definition of Terms…………………………………………………
9
II REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature……………………………………………………. 11
Related Studies……………………………………………………… 15
III RESEARCH METHODOLOGY
Research Design……………………………………. …………………
20 Research Locale………………………………………………………..
20 Population and Sample……………………………………………….
21 Research
Instrument………………………………………………….. 21
Data Gathering Procedures……………………………………………
22 Statistical Treatment of
Data…………………………………………. 23
IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
26
V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings…………………………………………………….
40
Conclusions……………………………………………………………….
44
v
Recommendations………………………………………………………..
45
Implications of the Study…………………………………………………
46
VI BIBLIOGRAPHY………………………………………………………. 48
VII APPENDICES
Annex “A”: Letter to Respondents …………………………… 52
Annex “B”: Research Instrument …………..……………… 53
Annex “C”: Curriculum Vitae of the Researchers …………….. 56
LIST OF TABLES
Table 1.1. Percentage Distribution of Respondents According to Age …………………………………………… 26
Table 1.2. Percentage Distribution of Respondents According to Gender ……………………………………….. 27
vi
Table 1.3. Percentage Distribution of Respondents According to Civil Status…………………………………… 27
Table 1.4. Percentage Distribution of Respondents According to Number of Children…………………………… 28
Table 1.5. Percentage Distribution of Respondents According to Living Arrangements………………………… 28
Table 1.6. Percentage Distribution of Respondents According to Education………………………………………. 29
Table 1.7. Percentage Distribution of Respondents According to Grades Point Average…………………………. 29
Table 2.1. Adequacy of Preparedness for the Academic Experience (Single & Married Respondents) ……………………………. 31
Table 2.2 Adequacy of Preparedness for the Academic Experience (Separated & Annulled Respondents) ………………………… 32
Table 3.1. Indicators of Academic Performance………………………….. 34
Table 4-1. T-Test Results for Finding the Significant Difference Between Demographic Characteristics and Adequacy of Preparedness for Academic Experience…………………… 37
Table 4-3. T-tests on Finding the Significant Difference Between the Assessment Made by Single & Married and Separated/Annulled Students …………………………….. 38
LIST OF FIGURES
vii
Fig. 1 - Conceptual Paradigm of the Study (Effects of Single Parenthood on Academic Performance) ……………… 7
Abstract
Title: THE SINGLE PARENT AS A NON-TRADITIONAL
NURSING STUDENT: EFFECTS OF SINGLE
PARENTHOOD ON ACADEMIC PERFORMANCE
Researchers: MARIA AMELIE S. RICAFORT, JULIE ANN PRODIGO and
WINCHELL PIÑANA
viii
Degree: BACHELOR OF SCIENCE IN NURSING
This study focused on the relationship between single-parenthood and academic
performance. It was conducted among 56 student nurses of the Calayan Educational
Foundation, Inc. (CEFI) and Manuel S. Enverga University Foundation (MSEUF) in
Lucena City. To the extent possible, an equivalent ratio of single-parent students and
married students or students with live-in arrangements were asked to participate in this
study so that comparisons can be made and conclusions drawn. A questionnaire was the
main tool of the study.
Statement of the Problem
The following research questions guided the study:
1. What is the demographic profile of the respondents in terms of:
a) age
b) gender
c) civil status
d) number of children
e) living arrangements
f) educational level
g) grade point average
2. How adequately prepared for the college experience do the respondents perceive
themselves to be?
3. What factors do respondents perceive affect their academic performance?
ix
4. Is there a significant difference in the self-perceived adequacy of preparedness for
the college experience, when respondents are grouped according to their
demographic profile?
5. Is there a significant difference in academic performance when respondents are
grouped according to their demographic profile?
6. What are the implications of this study?
Hypotheses
This study was guided by the following hypotheses:
1. There is no significant difference in the self-perceived adequacy of preparedness for
the college experience, when respondents are grouped according to their demographic
profile.
2. There is no significant difference in academic performance when respondents are
grouped according to their demographic profile.
Summary of Findings
1. Demographic Characteristics of Respondents
A total of Fifty-Six (56) respondents were selected for this study. Of the 56
respondents, 35 or 62.50% were 18-25 years of age; 14 or 25% were 26-33 years old;
six (6) or 10.71% were 33-40 years old; and only one (1) or 1.79% was 41 years old or
older.
There are more females than male in this study. When grouped according to civil
status, most or 33 of 56 respondents (or 58.93%) were single. Married respondents
x
numbered 13, constituting 23.21% of the sample while those who claimed they were
separated or that their marriages had been annulled also numbered 13 (23.21%).
In terms of number of children, the highest number of respondents were those
who indicated they had no children (36 or 64.28%). This was followed by those who said
they had two to three (2-3) children (11 or 19.64%). Nine (9) respondents, or 16.07%,
declared they had one (1) child. None of the respondents indicated that they had four (4)
or more children.
When grouped according to living arrangements, 35 or 62.5% of respondents
indicated that they lived with their parents or other family, while 14 or 25.0% said they
lived with their husband or other parent-partners. Seven (7) others said they lived with
no other parents in the home.
In terms of level of nursing education, majority or 35 of 56 respondents (62.5%)
said they were in fourth year; while 15 or 26.79% indicated they were in third year.
Only three (3) or 5.35% of respondents said they were in second year and another three
(3) or 5.35% indicated they were in first year.
In terms of grade point average, majority or 26 of 56 respondents (46.43%) said
they obtained a GPA of 2.51-3.25; while 19 or 33.93% indicated they obtained a GPA
of 1.76 – 2.50. Only six (6) or 10.71 % of respondents said they obtained a GPA of 3.26
– 4.00 and another five (5) or 8.93% indicated they obtained a GPA of 1.00 – 1.75
2. Adequacy of Preparedness for Academic Experience
Single and married nursing students in this study rated themselves very highly in
terms of degree of preparedness for the academic experience in practically all indicators,
the highest of which included skills that allowed them to interact with mostly unmarried
xi
classmates (WM = 3.98); financial resources for schooling (WM = 3.63); adequate time
for schooling (WM = 3.58); network of moral and emotional support while schooling
(WM = 3.51); and self confidence (WM = 3.49). The only self-rated skills indicators for
which single and married nursing students indicated a lower degree of preparedness (or a
rating of “prepared”), was in emotional stability (WM = 3.16).
Separated or annulled students rated themselves very highly on the scale as well,
indicating a rating of “very prepared” in a total of 6 out of 10 indicators, namely:
communication skills (WM = 3.77); financial resources for schooling (WM = 3.69), self
confidence (WM = 3.54); adequate time for schooling (WM = 3.54); and interacting
with mostly unmarried classmates (WM = 3.46). The lowest ranked indicators (but still
indicated nevertheless as knowledge factors for which separated and annulled students
were “prepared”) were network of moral and emotional support while I am schooling,
refreshed study skills, physical health and having firmly established learning or career
goals (WM = 3.15 for each).
3. Academic Performance
Respondents expressed the highest degree of agreement to statement # 9, “I
perceive no difference between the academic performance of traditional students and
non-traditional single parent students” (WM = 3.14).
xii
A high degree of agreement was also expressed to statement #10, “I have no
difficulty managing my time and priorities” (WM = 3.11); and to statement #2, “I have
been able to attend my classes regularly” (WM = 3.09).
Respondents likewise expressed agreement that “Generally speaking, I have been
able to comply with projects, assignments and other academic requirements on time;” and
that “All in all, I have received good grades in my subjects.”
Respondents expressed disagreement to only three (3) statements presented to
them, that: “I have been able to participate in extra-curricular activities organized by the
school,” “I believe I have performed better in academics than most students in my class”
and “I feel that I am more quick to learn than others.”
4. Hypotheses Testing
Significant differences were found in the self-perceived adequacy of preparedness
for the college experience, when respondents were grouped according to their
demographic profile.
Significant differences were likewise found in academic performance when
respondents were grouped according to their demographic profile.
Conclusions
From the summary of findings, the researcher has arrived at the following primary
conclusions.
Single and married (traditional) students in this study rated themselves very highly
in terms of degree of preparedness for the academic experience. High rating
notwithstanding, the single and married (traditional) students in this study indicated a
lower degree of preparedness (or a rating of “prepared”), in emotional stability.
xiii
Separated or annulled (non-traditional) students in this study also rated themselves
very highly in terms of degree of preparedness for the academic experience. They also
collectively identified lower-rated areas (for which a rating of “prepared” was given).
These included: network of moral and emotional support while I am schooling,
refreshed study skills, physical health and having firmly established learning or career
goals
Respondents in this study agreed that they had excellent academic performance in
almost all indicators. The only statements to which they expressed disagreement in this
regard were: “I have been able to participate in extra-curricular activities organized by
the school,” “I believe I have performed better in academics than most students in my
class” and “I feel that I am more quick to learn than others.”
All in all, significant differences were found in the self-perceived adequacy of
preparedness for the college experience and in academic performance, when respondents
were grouped according to their demographic profile, but this were in regard to age and
year level in nursing. Marital status did not seem to play a significant role in the
difference in perceptions.
Recommendations:
Based on the findings and conclusions of this study, the researcher submits the
following recommendations:
1. Single parenthood was not correlated to a student's performance. Thus further
research is recommended, with a larger sample size and a more refined research
tool.
xiv
2. This research suggests that older students have acquired some adaptive skills, in
both behavior and judgment, that reduce the chance of poorer grades. These skills,
being positively correlated to motivational and cognitive abilities, tend to be
linked positively with age. The researcher, therefore, recommend that educators
consider adopting an expanded method of cooperative learning involving older
students who act as models of maturity, confidence, and rational thinking in small
group instructional activities.
Implications of this Study
One of the primary implications for instruction is the expanded use of cooperative
learning.
Vertical grouping is an example of an expanded method of cooperative learning
involving older students who act as models of maturity, confidence, and rational thinking
in small group instructional activities. Older, nontraditional students serve a leadership
function in addition to possible tutoring roles. Traditional college-age students benefit
from vertical grouping by being exposed to more mature levels of cognitive interaction
and to the older students' increased experience with effective coping strategies. In return,
older students will likely appreciate the recognition and the opportunity to display their
advanced maturity and their more experienced social and personal skills. In fact, they
learn by teaching.
xv
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
In recent years, faculty and counselors at college campuses across the nation
have stepped up their efforts to better understand the needs of the students they serve,
in an attempt to improve retention and graduation rates for an increasingly diverse
and non-traditional student body. The research presented here contributes to this
effort by examining the relationship between single-parent nursing students, their
attitudes and beliefs about college work, their achievement motivational profiles, and
their grades .
By the end of the 1980's, researchers had compiled a fairly clear picture of the
formula for success for "traditional" college students, that is 18-22 year old students
matriculating straight from high school. This formula included the adequacy of
students' academic preparation, the appropriateness of their educational expectations
and career goals, the "anticipatory socialization" (Weidman, 2000) they had received
from parents, peers and others prior to entering college, and their assimilation into
their new milieu upon matriculation. (Tinto, 2003).
Recently, however, frustrated by the relatively low rates of college entrance,
retention and graduation among minority and non-traditional student populations,
several scholars have called into question the universality of some of these patterns
(Strage, 2000). Still, relatively little is known and much as assumed about differences
1
in college students' experience and success as a function of their age, the route they
travel to arrive at the university, and their general experience with college.
The single-parent student, who is the focus of this study, is a parent who cares
for one or more children without the assistance of another parent in the home. This
unique situation renders the single parent returning to college to finish a degree as
part of a growing population of non-traditional college students.
Single parenthood may occur for a variety of reasons. It could be opted for by
the parent (as in divorce, adoption, artificial insemination, surrogate motherhood, or
extramarital pregnancy), or be the result of an unforeseeable occurrence (such as
death or abandonment by one parent). The living and parenting arrangements of
single parents are diverse. A number live in households with family or other adults.
When parents separate, one party usually parents for the majority of the time but most
continue to share parenting to some extent with the other parent (Callister, 2006).
Single parent families are at a higher risk of poverty than couple families, and
on average single mothers have poorer health than couple mothers. In fact, single
parenting is strongly associated with an increased risk of a number of negative social,
behavioral and emotional outcomes both for the parent and for his/her children
(Millar, 2001).
A number of factors characteristically separate nontraditional students, like
single parents, from regular college students. These learners tend to be achievement
oriented, highly motivated, and relatively independent with special needs for flexible
schedules and instruction appropriate for their developmental level (Cross, 2000).
2
They generally prefer more active approaches to learning and value opportunities to
integrate academic learning with their life and work experiences (Benshoff, 2001).
The phenomenon of single parents in college studies has a wider sphere of
interest world-wide because they now constitute a noticeable fraction of the
university population in all countries (Bowl, 2000). Little has been studied about
how these single parents experience university or college life. Nor has there been a
full exploration of whether and how universities and colleges are changing to meet
the needs of this growing group of single-parent students.
Single-parent students must balance their studies with these external
requirements, leaving no time for extracurricular activities and placing them "at risk"
of not completing their studies. The pioneer studies on non-traditional students--- like
single parents--- recommended more research focusing on this group is needed in
order to help facilitate the creation of an environment that best meets their
educational needs and goals and develop intervention strategies to reduce drop-out
rates among these students (Hoyt, 2002).
This study, therefore, aims to investigate the juxtaposed experiences of being
a single parent and being a non-traditional nursing student in relation to the single-
parent’s goal orientations, grades and study experiences in nursing education at the
Calayan Educational Foundation, Inc. (CEFI) and Manuel S. Enverga University
Foundation (MSEUF).
In undertaking a study that examines how single parenthood may affect
academic performance, the researchers find support in literature that upholds the
long-held belief that student academic performance depends on a range of socio-
3
economic, psychological and environmental factors. The findings of several research
studies have, in fact, focused on the view that student performance is affected by
different factors, including personal circumstances and family background (Hansen,
2000).
This field of study was encouraged by an article entitled , “Just Me and My
Baby,” published in the Cougar, CEFI’s official magazine (Ursua, 2009), which
chronicled the experiences of a single parent student at CEFI. The article raised
awareness about the unique patterns of college experiences between regular and
single-parent students, particularly in terms of causing an institution of higher
learning, like the Calayan Educational Foundation, Inc. (CEFI), to re-think the focus
of academic and student affairs programs. Research has shown that nontraditional
students, which include single parents returning to college, have needs that differ
from those of traditional-age students (Thon, 2004). The willingness of CEFI to
modify existing programs and develop new services geared to adult populations will
have a positive impact on their ability to attract, serve, and satisfy the educational
needs of adult students.
STATEMENT OF THE PROBLEM
This study focused on the relationship between single-parenthood and academic
performance. To enable the researchers to draw conclusions about the effect of single
parenthood on academic performance, two kinds of respondents were engaged:
single-parent students and married students or those who live-in with partners, and
thus have another parent at home. The following research questions guided the study:
4
2. What is the demographic profile of the respondents in terms of:
a) age
b) gender
c) civil status
d) number of children
e) living arrangements
f) educational level
g) grade point average
2. How adequately prepared for the college experience do the respondents
perceive themselves to be?
7. What factors do respondents perceive affect their academic performance?
8. Is there a significant difference in the self-perceived adequacy of preparedness
for the college experience, when respondents are grouped according to their
demographic profile?
9. Is there a significant difference in academic performance when respondents
are grouped according to their demographic profile?
10. What are the implications of this study?
HYPOTHESES
This study was guided by the following hypotheses:
5
3. There is no significant difference in the self-perceived adequacy of preparedness
for the college experience, when respondents are grouped according to their
demographic profile.
4. There is no significant difference in academic performance when respondents are
grouped according to their demographic profile.
THEORETICAL FRAMEWORK
The theoretical framework used to guide this study is Vygotsky's Social
Cognition Theory. Vygotsky is one of the leading contributors to the science of
learning with his theory of social cognition which places a great importance on the
culture in which a learner develops. Every person develops in the context of a culture
and according to the social cognition theory, culture is the prime determinant of
individual development. A person 's learning development is affected in two main
ways by the culture, including the culture of family environment. The theory of
social cognition asserts that interactions with surrounding culture and social agents
contribute significantly to a learner’s performance (Schunk, 2001).
CONCEPTUAL PARADIGM
This study centered on the unique college experiences of a single-parent
nursing student and will reflect Vygotsky's assertions that a person 's learning
development is affected in two main ways by the culture, including the culture of
family environment. This is congruent with other education scholars who support the
6
NURSEAge & GenderCivil StatusNo. of ChildrenLiving ArrangementsEducational LevelGrade Point Average
RECOMMENDED
MODIFICATION OF PROGRAMS AND SERVICES
FOR NON-TRADITIONAL
NURSING STUDENTS
Analysis of the effects of
single parenthood
on academic performance
Self Assessed Adequacy of
Preparedness for College
observation that student performance is very much dependent on SEB or
socioeconomic background (Beaumont-Walters & Soyibo, 2008).
The conceptual model in Figure 1 consists of three (3) interdependent and
interacting components which the researchers view as essential for understanding the
academic experience of a single-parent student nurse.
INPUT THROUGHPUT OUTPUT
Fig. 1. – EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE
7
The first component, the first box, represents the assumption that the
respondents bring to the study a prior context consisting of their own perceptions
about the academic experience, which are shaped by the demographic parameters
identified in the study (age, gender, civil status, number of children and living
arrangements). What perceptions these respondents bring with them to the study
serves as the foundation for the academic experience. Thus, the first component
provides opportunities for the respondents to weave new learning into their existing
knowledge base and thus to broaden and deepen their understanding and experience.
The second component of the model represents the analysis this researcher
will undertake of the self-rated perceptions of adequacy of respondents.
The third component of the model, the last outer box, represents the outcome
or output of the study All of the other components of the model lead to the
understanding of the effects of single parenthood on academic performance and the
emerging need for academic programs and services to be modified to address the
unique needs of non-traditional nursing students..
SCOPE AND LIMITATION OF THE STUDY
This study was conducted among 56 student nurses of the Calayan
Educational Foundation, Inc. (CEFI) and Manuel S. Enverga University Foundation
(MSEUF) in Lucena City. To the extent possible, an equivalent ratio of single-
parent students and married students or students with live-in arrangements were
asked to participate in this study so that comparisons can be made and conclusions
drawn. Each participant was requested to accomplish a questionnaire on his
8
perceptions about his/her own academic performance, self-rated adequacy and college
experiences.
A limitation of the study is the small sample size of non-traditional students
college students. As a result, the conclusions reached in this study may not
necessarily apply beyond its scope.
A second limitation is that the difficulty of locating single-parent nursing
students (who normally are not willing to discuss their life experiences with others)
seriously impeded the ability of the researchers to reach the target number of
respondents.
SIGNIFICANCE OF THE STUDY
The researchers expect this study to contribute to the following sectors:
Nursing Students. To increase awareness about the emerging
population of non-traditional learners in tertiary education, and the
unique learning opportunities they bring to regular students because of
their experience and maturity.
Nursing Educators. To validate the emergent need for academic
program and service delivery modifications that will address the needs
of the growing number of non-traditional students in nursing.
Nursing Profession. To encourage study of the impact of the entry
into the profession of non-traditional learners.
DEFINITION OF TERMS
9
The following terms have been defined operationally and conceptually to
facilitate understanding of this study:
Academic Performance, in this study, will be measured using three
(3) factors: grades, attendance in classes and number of hours a
student spends on study after attending the classes.
Effect in this study, is the result, outcome or implications of single
parenthood on academic performance.
Non-Traditional Nursing Student refers to a student of nursing who
is an adult who returns to school full- or part-time while maintaining
responsibilities such as employment, family, and other responsibilities
of adult life. (This, in contrast to the traditional student who
matriculates straight from high school).
Single Parent, in the context of this study, is described as a parent
who cares for one or more children without the assistance of another
parent in the home.
Single Parenthood refers to the state of being a single parent.
10
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
A discussion of literature reviews, informational articles or publications,
research papers, studies and dissertations on single parenthood, non-traditional
students and academic performance are presented in this chapter.
RELATED LITERATURE
In much of the literature, the term nontraditional refers to students who are
age 25 or older, but it has also been defined using the background characteristics or
risk factors of the students.
Ely (2007) highlights specific needs of the students age 25 and older.
Typically, these students must balance school with employment, family, and financial
responsibilities, making successful completion of their educational objectives more
difficult. They have little time for extracurricular activities and spend most of their
time on campus in the classroom. Therefore, these nontraditional students need
flexible schedules to improve their basic academic, study, decision-making, and stress
management skills, and to receive instruction appropriate to their developmental
level. In addition to practical concerns, such as improved parking, registration,
financial aid, social networking and support, counseling, child care, and information
services, adult students would benefit from specialized customer service and
11
appreciate being treated like adults and feeling as if they belong at the college
(Raisman, 2002). Ely also points out that social integration is very important, and
since most of this socializing occurs in the context of the classroom, faculty play a
crucial role in the process. In addition, active and collaborative learning approaches
are highly valued.
Another approach focuses on factors that may increase students' risk of
attrition (NCES, 2008). This approach focuses on behaviors that are amenable to
change and allows for interventions at various stages in a student's educational life.
The National Center for Education Statistics has identified seven such factors: (1) not
enrolling within the same year as completion of high school, (2) attending part-time,
(3) being financially independent of parents, (4) working full-time, (5) having
dependents other than a spouse, (6) being a single parent, and (7) not having a high
school diploma. Three fourths of students in two-year colleges have at least one
factor.
Dweck and Leggett (2008) argue that there are two distinct behavioral
patterns that can contribute to students' achievement goal orientations. Learning goals
are characterized as the most positive approach, and generally include a desire to
increase competence and continually improve oneself. A learning orientation results
in the most adaptive responses, such as increased effort to solve a problem or more
perseverance when confronted with a difficult situation (Roedel, Schraw, & Plake,
2004). Conversely, a performance goal orientation is likely to reflect maladaptive
responses, and is characterized by a focus on outcome and a desire to avoid negative
12
feedback. This orientation often leads to increased anxiety and an inability to persist
when faced with obstacles (Eppler & Harju, 2007).
Previous research has investigated the impact of achievement goal
orientations on academic success in elementary school children (Eppler & Harju,
2007), yet little research has been aimed at the assessment of college-aged students.
One of the few studies to address the effects of goal orientations on achievement at
the collegiate level found that students with a strong learning goal orientation were
more apt to succeed in an introductory science course than were students with a
relatively weak learning goal orientation (Roedel & Schraw, 2005). According to
Dweck and Leggett (2008), performance goals have been correlated with the
avoidance of learning opportunities and deterioration of academic performance.
Investigations on these two types of goals have demonstrated that the most favorable
outcome entails an equal balance between both learning and performance goals
(Dweck & Leggett, 2008).
Another study to investigate achievement motivation goals in college students
in relation to academic performance found that nontraditional college students
endorsed a learning goal orientation significantly more than did traditional college
students (Eppler & Harju, 2007). They also discovered that the older the
nontraditional student was, the more frequently they adopted learning goals and were
more committed to them than their younger traditional peers.
The proportion of adults 25 years or older who are undergraduate students
continues to increase (Bauman et al., 2004). Some literature suggests these students
may experience special difficulties and require services to address their needs
13
(Fairchild, 2003). Four-year colleges and universities have especially been criticized
for not providing services that might retain nontraditional students (Bundy and Smith,
2004). However, the relationship between the presence of barriers to educational
attainment and actual use of services is not often studied. Instead, nontraditional
students have been asked to indicate the likelihood they would use services rather
than their actual use (Bauman et al., 2004). It is important to investigate the link
between circumstances of nontraditional students thought to be associated with
difficulties in an academic setting and actual use of services that may address
problems of older students.
Mercer (2003) identified three types of barriers confronted by older students:
situational, dispositional, and institutional. Situational constraints can include family
circumstances (marital status, dependents), employment, and civic involvement.
These situational barriers may result in time conflicts with academic scheduling,
work, and other responsibilities. Some researchers note that off-campus family
caregiving, employment, and community organizations may intrude on opportunities
for educational attainment (Fairchild, 2003). Competing demands for time and
attention may place adult students at a disadvantage in completing their degrees
(Jacobs and King, 2002).
Dispositional barriers refer to intrapersonal attributes and are more difficult to
define and measure. Some researchers believe adult students may have adjustment
difficulties when they return to an educational setting. "Adult students are intimidated
upon initial return to college" (Carlin, 2001 p. 10). They may worry about not
14
competing well with traditional age students, have perceptions of inadequate study
skills, or have concerns about fitting in with younger students in class.
Institutional barriers refer to aspects of the structure of educational
organizations that may impede older students' attainment and fail to meet their needs.
These barriers may include inconvenient class times and office hours, inadequate
career planning for adults, and a lack of opportunities for campus involvement that
accommodate interests and needs of nontraditional students (Fairchild, 2003). These
and other potential barriers have been used to suggest academic and social services
that may benefit nontraditional students.
RELATED STUDIES
A British study in 2002 showed that “more people are living alone, or as
single parents, than in a traditional family unit.” On the other hand, a Philippine study
(Sibal et.al, 2002) noted the following interesting findings:
Among Filipino workers, 7 percent of those who are not married
indicated that they have children (solo parents, with an average of 2
children).
Unmarried workers who support dependents constitute a significant
45.3 percent of the sample.
There are more women solo parents than men (5.3 percent women,
compared to only 1.8 percent of the men).
The proportion of women who support dependents are even greater: 30
percent, as opposed to 15.3 percent for the men.
15
The highest incidence of solo parents is in the business processing and
telecommunications sectors, averaging at 16 solo parents in each
enterprise, compared to the over all average of 11 solo parents.
In their study of non-traditional undergraduate student attrition Bean and
Metzner (2005) developed a model conceptualizing student persistence as dependent
on 1) four sets of variables, including: (a) a student's background, (b) academic
variables, (c) environmental variables such as employment and finances, and (d)
"intent to leave" factor, and 2) two sets of outcomes, which are: (a) academic -
'college GPA', and (b) psychological - utility, satisfaction, goal commitment and
stress. All these variables, in turn, affect intent to leave. The primary variable
predicting dropout was the lack of institutional fit in their study. Specifically, the
findings indicated the importance of peer socialization in preventing dropout.
Nontraditional students need many different kinds of support and assistance
from family, friends, and institutions of higher learning. Research evidence suggests
that "both [sexes] have difficulties juggling the roles of student, worker, and family
member" (Muench, 2007, p. 10). Adult students need help in building their self-
confidence as students, in acquiring or refreshing study skills, and in managing their
time and other resources while in school. In addition, adult students benefit from
opportunities to interact with their peers and need to be actively involved in the
educational process through sharing their relevant work and life experiences
(Muench, 2007).
Clayton and Smith (2007) identified eight primary motivations for
nontraditional women students' decisions to pursue an undergraduate degree: self-
16
improvement; self-actualization; vocational; role; family; social; humanitarian; and,
knowledge. Many of these women (56%) cited multiple motives for returning to
school. In a study of married re-entry women students, Hooper (2009) found that: the
longer the woman had been a successful student, the higher her self-esteem; the
longer the woman had been in school, the higher the anxiety experienced by the
husband; and, the more traditional the roles and responsibilities within the family, the
greater the guilt the woman experienced about her student role. Other developmental
issues for women who return to school (Terrell, 2000) include:
feeling guilty about not "being there" for their children;
concerns about quality and expense of childcare; \
feelings of responsibility for maintaining their role within the family;
making compromises in careers due to family considerations;
minimal individual free time;
perceived lack of credibility when returning to college;
insufficient support from family for returning to school.
Research on nontraditional male students is limited. Muench (2007) found
that both sexes experienced fears of failure and self-doubt. Men, however, suffered
more from lack of self-confidence, while women experienced more guilt. Among the
nontraditional students studied by Bauer and Mott (2000):
men were changing careers while women were looking to advance
within the same career field;
women more than men experienced competing pressures of child care,
financial, and school responsibilities;
17
men more than women tended to be frustrated about loss of time and
money in returning to school.
Coley (2000) asserts that there are seven demographic factors that put students
at risk of not attaining a degree or completing a program. These factors include
delayed entry, part-time enrollment, full-time work, financial independence,
dependents, single parenthood, and community college attendance without a high
school diploma. These risk factors are common characteristics of adult students,
which leads one to the assumption that adult students are destined to drop out of
college programs. Yet they often leave programs before completion due to factors
other than those cited by Coley. Academic failure, social isolation, and family
responsibilities are also factors that put adult students at risk of giving up before
program completion. Adult students juggle several roles everyday. Fitting in time to
study and complete assignments can present major difficulties for students and may
lead to academic failure. Though time constraints are one cause of academic failure, a
more likely reason for adult students is their approach to learning versus the teaching
styles of their instructors.
Adult students are influenced by prior academic and life experiences and may
differ from traditional students in their metacognitive knowledge and abilities
(Donaldson &. Graham, 2008). Older students are inclined to adopt a comprehension-
focused approach to learning aimed at comprehending content material instead of
using study strategies aimed at rote recall (Richardson, 2005). Students required to
take developmental courses are also at risk of academic failure. They entered college
at academic levels below their peers and are less likely to persist than other students.
18
Assessments performed after students complete general education coursework can
alert student service professionals to students who continue to be at risk of failure
Jalomo, 2000).
Married students and those responsible for the care of children have family
responsibilities before enrolling in college. The responsibilities are not lessened after
enrollment. The pressure to provide for families and concentrate on coursework is
overwhelming for some students. Women are often laden with a disproportionate
burden of household tasks and caregiver responsibilities when enrolled in college
courses (Carney-Crompton &L Tan, 2002). Managing multiple roles is a source of
stress for female students. Parents feel guilty about being unavailable when their
children need them, with mothers of children under thirteen reporting the most
conflict (Terrell, 2000). Women with older children may persist to graduation,
whereas those with younger children may interrupt their education to fulfill family
responsibilities (Carney-Crompton & Tan, 2002).
A synthesis of literature reviewed indicates that adults---among them, single
parents--- pursue higher education for various reasons including personal enrichment,
change of career, or a requirement for promotion. The majority of adult students
enroll in colleges to fulfill educational and training needs. Adult students may face
barriers when attempting to enroll in college. Program planners must understand
characteristics of adult students, recognize social issues, and identify with cultural
issues to effectively develop training and degree programs that not only attract
students, but also encourage student retention. Colleges have the ability to reduce or
eliminate student barriers and subsequently prepare adults for the workforce.
19
CHAPTER III
RESEARCH METHODOLOGY
The research methodology used by the researchers will be presented in this
section. The discussion will include the research design, population and sample,
locale of the study, instrument used to collect the data, procedures for conducting the
research and analysis of data.
RESEARCH DESIGN
This study is a non-experimental, descriptive study. Such a design provided an
accurate portrayal of characteristics of a group by discovering a description of what
characteristics exist and determining the frequency with which they exist. The goal is
to examine relationships between variables.
Descriptive research involves collecting numerical data to test hypotheses or
answer questions concerning current status. The use of descriptive research was felt
appropriate for this study because of the nature of the research instrument, a
questionnaire.
This descriptive study was designed to assess the effect of single parenthood
on the academic performance of single-parent nursing students.
RESEARCH LOCALE
This study was undertaken in the Lucena City campuses of the Calayan
Educational Foundation, Inc. (CEFI) and the Manuel S. enverga University
20
Foundation (MSEUF). The choice of this particular research localeswas due to the
fact that the researchers are student nurses in Lucena City, thus the proximity and
accessibility of the respondents. Further, this study will primarily benefit CEFI and
nursing schools in the city by contributing to the development of strategies that will
address the unique needs of the emergent population on non-traditional students on
campus.
SAMPLE AND SAMPLING PROCEDURE
The 56 respondents of this study was selected and qualified from the total
population of student nurses of Calayan Educational Foundation, Inc. (CEFI) and
Manuel S. enverga University Foundation (MSEUF). Purposive sampling was used,
as it is a method often employed when a researcher has knowledge of the universe
and the sample. To the extent possible, an equivalent ratio of single-parent students
and married students or students with live-in arrangements were asked to participate
in this study so that comparisons can be made and conclusions drawn.
RESEARCH INSTRUMENT
A self-devised questionnaire was the main tool of the study. The
questionnaire had three parts. Part I collected demographic information of the nurse
such as age, gender, civil status, number of children, living arrangements,
educational level and grade point average. It was felt necessary to address these
issues to establish whether any of these demographic variables had any association
with the academic performance of the respondents.
21
Part II investigated the self-rated perceptions of adequacy of respondents for
the academic experience.
Where appropriate, questions scored on a four-point Likert-type scale were
presented to respondents, with the following values:
3.26 – 4.00 = Very Prepared (VP)
2.51 – 3.25 = Prepared (P)
1.76 – 2.50 = Not Very Prepared (NVP)
1.00 – 1.75 = Not Prepared (NP)
Part III shall examine the perceptions of patients about their own academic
performance.
Where appropriate, questions scored on a four-point Likert-type scale shall be
presented to respondents, with the following values:
3.26 – 4.00 = Strongly Agree
2.51 – 3.25 = Agree
1.76 – 2.50 = Disagree
1.00 – 1.75 = Strongly Disagree
DATA GATHERING PROCEDURES
The researcher first pilot-tested the instrument on five (5) student nurses who
will not participate in this study. Pilot-testing is sought to assure readability and
comprehension of the research instrument.
After at least 56 potential respondents were selected and located,
questionnaires were delivered to them personally, along with a verbal request for
22
their participation in the study while assuring that their responses would be treated in
strict confidence.
STATISTICAL TREATMENT
Data from the interviews were analyzed, using several statistical methods. Thus:
1. What is the demographic profile of the respondents in terms of:
a) age
b) gender
c) civil status
d) number of children
e) living arrangements
f) educational level
g) grade point average
Statistical Tool: Simple Percentage
P = __ƒ x 100 n
where P is the simple percentage
ƒ is the number of responses
n is the total number of respondents
2. How adequately prepared for the college experience do the respondents
perceive themselves to be?
Statistical tools: frequency count and weighted arithmetic mean
23
Weighted Arithmetic Mean
Wam = fw N
Where wam is the weighted arithmetic mean
fw is the sum of the product of the frequency and the weight
n is the total number of respondents
5. What factors do respondents perceive affect their academic performance?
Statistical tools: frequency count and weighted arithmetic mean
Weighted Arithmetic Mean
Wam = fw N
Where wam is the weighted arithmetic mean
fw is the sum of the product of the frequency and the weight
n is the total number of respondents
6. Is there a significant difference in the self-perceived adequacy of preparedness for
the college experience, when respondents are grouped according to their
demographic profile?
Statistical tool: Pearson’s Chi-Square Test
where:
24
Oi = an observed frequency
Ei = an expected (theoretical) frequency, asserted by the null hypothesis
7. Is there a significant difference in academic performance when respondents are
grouped according to their demographic profile?
Statistical tool: Pearson’s Chi-Square Test
where:
Oi = an observed frequency
Ei = an expected (theoretical) frequency, asserted by the null hypothesis
25
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the results of the study and corresponding discussions.
As is usually the case, it begins with the demographic profile of the respondents who
participated in this study.
I. Demographic Profile of Respondents
A total of fifty-six (56) respondents were selected for this study. Of this
number, all returned the questionnaires given them, with satisfactorily complete
answers. These 56 respondents, therefore, constituted the sample of the study.
Table 1.1.
Percentage Distribution of Respondents According to Age
Age Number Percentage18 – 25 35 62.526 – 33 14 2533 - 40 6 10.7141 and above 1 1.79
N = 56 100.00
The sample was relatively young. Of the 56 respondents, 35 or 62.50% were
18-25 years of age; 14 or 25% were 26-33 years old; six (6) or 10.71% were 33-40
years old; and only one (1) or 1.79% was 41 years old or older.
These figures agree with a census-based population report in calendar year
2000 that observed that the current age structure of students reflects a relatively
26
young population, with the proportion or share of young persons (15 to 24 years old)
to total population already at 31.3%.
Table 1.2.
Percentage Distribution of Respondents According to Gender
Gender Number PercentageMale 12 21.43Female 44 78.57
N = 56 100.00
There are more females than male in this study. In terms of gender, 44 or
78.57% of respondents were female nursing students while 12 or 21.43% were
males.
These figures appear to support the National Statistics Office’s report (NSO,
2004) that women outnumber men in certain fields of study, including health sciences
(64%), business (67%), and engineering and technical (56%).
Table 1.3. Percentage Distribution of Respondents According to Civil Status
Civil Status Number PercentageMarried 13 23.21Single 30 53.57Separated/Marriage annulled
13 23.21
N = 56 100.00
When grouped according to civil status, most or 33 of 56 respondents (or
58.93%) were single. Married respondents numbered 13, constituting 23.21% of the
sample while those who claimed they were separated or that their marriages had been
annulled also numbered 13 (23.21%).
27
Table 1.4. Percentage Distribution of Respondents According to Number of Children
In terms of number of children, the highest number of respondents were those
who indicated they had no children (36 or 64.28%). This was followed by those who
said they had two to three (2-3) children (11 or 19.64%). Nine (9) respondents, or
16.07%, declared they had one (1) child. None of the respondents indicated that they
had four (4) or more children.
Table 1.5. Percentage Distribution of Respondents According to Living Arrangements
Living Arrangements Number Percentageliving with no other parent in the home
7 12.5%
living with husband/parent-partner
14 25.0%
living with parents or other family
35 62.5%
N = 56 100.00
When grouped according to living arrangements, 35 or 62.5% of respondents
indicated that they lived with their parents or other family, while 14 or 25.0% said
they lived with their husband or other parent-partners. Seven (7) others said they
lived with no other parents in the home.
Number of Children
No. Of Respondents
Percentage
None 36 64.28%1 9 16.07%
2-3 11 19.64%4 or more 0 0%
N = 56 100%
28
Table 1.6.
Percentage Distribution of Respondents According to Education
Level of Education Number PercentageFirst Year Nursing Student
03 5.35%
Second Year Nursing Student
03 5.35%
Third Year Nursing Student
15 26.79%
Fourth Year Nursing Student
35 62.50%
Total 56 100.00
In terms of level of nursing education, majority or 35 of 56 respondents
(62.5%) said they were in fourth year; while 15 or 26.79% indicated they were in
third year. Only three (3) or 5.35% of respondents said they were in second year and
another three (3) or 5.35% indicated they were in first year (see Table 1.6).
Table 1.7.
Percentage Distribution of Respondents According to Grades Point Average
GPA for Last Completed Semester (1-4 with 1 as
the highest)
Number Percentage
1.00 – 1.75 5 5.35%1.76 – 2.50 19 33.93%2.51 – 3.25 26 46.43%3.26 – 4.00 6 10.71%
Total 56 100.00
The respondents were asked to indicate thee grade point average (GPA) they
obtained during the last semester that they completed within a scale of 1-4, with 1
being the highest. In terms of grade point average, majority or 26 of 56 respondents
(46.43%) said they obtained a GPA of 2.51-3.25; while 19 or 33.93% indicated they
29
obtained a GPA of 1.76 – 2.50. Only six (6) or 10.71 % of respondents said they
obtained a GPA of 3.26 – 4.00 and another five (5) or 8.93% indicated they
obtained a GPA of 1.00 – 1.75 (see Table 1.7).
II. Adequacy of Preparedness for the Academic Experience
The respondents in this study were presented with 11 statements to help them
assess their own degree of preparedness for a nursing education.
The respondents were asked to respond to each statement and a continuous
scale was used as a tool of analysis, where:
4 = Very Prepared (VP)
3 = Prepared (P)
2 = Not Very Prepared (NVP)
1 = Not Prepared (NP)
Tables 2.1 on the succeeding page summarizes the responses of the single and
married respondents. Table 2.2 summarizes the answers of those respondents who
indicated that they were separated from their parents or that their marriages had been
annulled.
30
Table 2.1. Adequacy of Preparedness for the Academic Experience
(Single & Married Respondents)
SKILLS VP(4)
P(3)
NVP(2)
NP(1)
TotalWV
Mean QD
f WV f WV f WV F WV
1. Financial resources for schooling
27 108 16 48 0 0 0 0 156 3.63 VP
2. Adequate time for schooling
25 100 18 54 0 0 0 0 154 3.58 VP
3. Network of moral and emotional support while I am schooling
24 96 17 51 2 4 0 0 151 3.51 VP
4. Refreshed study skills 32 128 6 18 0 0 0 0 146 3.39 VP
5. Self confidence 22 88 20 60 1 2 0 0 150 3.49 VP8. Interacting with
mostly unmarried classmates
23 112 19 57 1 2 0 0 171 3.98 VP
7. Emotional stability 12 48 26 78 5 10 0 0 136 3.16 P8. Physical health 16 64 26 78 2 4 0 0 146 3.39 VP9. Have firmly established
learning or career goals
15 60 25 75 3 6 0 0 141 3.28 VP
10. Communication skills 16 64 25 75 2 4 0 0 143 3.32 VP
3.26 – 4.00 = Very Prepared (VP)2.51 – 3.25 = Prepared (P)1.76 – 2.50 = Not Very Prepared (NVP)1.00 – 1.75 = Not Prepared (NP)
As may be gleaned from Table 2.1, single and married nursing students in this
study rated themselves very highly in terms of degree of preparedness for the
academic experience in practically all indicators, the highest of which included skills
that allowed them to interact with mostly unmarried classmates (WM = 3.98);
financial resources for schooling (WM = 3.63); adequate time for schooling (WM =
3.58); network of moral and emotional support while schooling (WM = 3.51); and
self confidence (WM = 3.49). In all these indicators, along with four (4) others, staff
nurses considered themselves “very prepared.”
31
The only self-rated skills indicators for which single and married nursing
students indicated a lower degree of preparedness (or a rating of “prepared”), was in
emotional stability (WM = 3.16).
The self-rated lower degree of preparedness in emotional stability indicated
by single and married respondents in this study is supported by Ely (2007) who has
pointed out that social integration is very important because of the level of emotional
stability of students, and since most of this socializing occurs in the context of the
classroom, faculty play a crucial role in the process. In addition, active and
collaborative learning approaches are highly valued.
Table 2.2 Adequacy of Preparedness for the Academic Experience
(Separated & Annulled Respondents)
SKILLS VP(4)
P(3)
NVP(2)
NP(1)
TotalWV
Mean QD
f WV F WV f WV f WV
1. Financial resources for schooling
9 36 4 12 0 0 0 0 48 3.69 VP
2. Adequate time for schooling
8 32 4 12 1 2 0 0 46 3.54 VP
3. Network of moral and emotional support while I am schooling
4 16 7 21 2 4 0 0 41 3.15 P
4. Refreshed study skills 4 16 7 21 2 4 0 0 41 3.15 P
5. Self confidence 8 32 4 12 1 2 0 0 46 3.54 VP6. Interacting with
mostly unmarried classmates
7 28 5 15 1 2 0 0 45 3.46 VP
7. Emotional stability 7 28 5 15 1 2 0 0 43 3.31 VP8. Physical health 4 16 7 21 2 4 0 0 41 3.15 P9. Have firmly established
learning or career goals
4 16 7 21 2 4 0 0 41 3.15 P
10. Communication skills 10 40 3 9 0 0 0 0 49 3.77 VP
3.26 – 4.00 = Very Prepared (VP)2.51 – 3.25 = Prepared (P)1.76 – 2.50 = Not Very Prepared (NVP)1.00 – 1.75 = Not Prepared (NP)
32
Table 2.2 shows the degree of preparedness for the academic experience of
respondents who indicated that they were separated or annulled. In this Table, we
observe that separated or annulled students rated themselves very highly on the scale
as well, indicating a rating of “very prepared” in a total of 6 out of 10 indicators.
The areas which rated highest were communication skills (WM = 3.77);
financial resources for schooling (WM = 3.69), self confidence (WM = 3.54);
adequate time for schooling (WM = 3.54); and interacting with mostly unmarried
classmates (WM = 3.46).
The lowest ranked indicators (but still indicated nevertheless as knowledge
factors for which separated and annulled students were “prepared”) were network of
moral and emotional support while I am schooling, refreshed study skills, physical
health and having firmly established learning or career goals (WM = 3.15 for each).
The low rank indicated for network of moral and emotional support finds
some support in literature. Coley (2000) says that among others, social isolation is a
factor that places adult students at risk of giving up before program completion.
Self confidence, refreshed study skills and interacting with mostly unmarried
classmates were also identified by nurses in this study as an area for which they felt
less prepared. The evidence from other studies indicate that adult students may have
adjustment difficulties when they return to an educational setting. "Adult students are
intimidated upon initial return to college" (Carlin, 2001 p. 10). They may worry about
not competing well with traditional age students, have perceptions of inadequate
study skills, or have concerns about fitting in with younger students in class.
33
III. Academic Performance
As a method of determining academic performance, the researcher used 10
declarative statements on a Likert-like scale (see Table 3.1).
Table 3.1. Indicators of Academic PerformanceFactors SA (4) A (3) D (2) SD (1) Total
wvmean QD
f1 f2 wv f1 f2 wv f1 f2 wv f1 f2 wv1. All in all, I have
received good grades in my subjects.
7 5 48 22 4 78 11 4 30 3 0 3 159 2.84 A
2. I have been able to attend my classes regularly
10
5 60 27 4 93 6 4 20 0 0 0 173 3.09 A
3. I have enough time for study, after classes.
7 0 28 16 5 63 18 8 52 2 0 2 145 2.59 A
4. Generally speaking, I have been able to comply with projects, assignments and other academic requirements on time
7 0 28 16 5 63 18 8 52 2 0 2 145 2.59 A
5. I have been able to participate in extra-curricular activities organized by the school
6 0 24 11 2 39 17 5 44 9 6 15 122 2.18 D
6. I believe I have performed better in academics than most students in my class
6 0 24 11 2 39 17 5 44 9 6 15 122 2.18 D
7. I feel that I fit in with other students in the class and in the entire college
7 4 44 26 5 93 8 4 24 2 0 2 163 2.91 A
8. I feel that I am more quick to learn than others
6 0 24 14 2 39 17 5 44 9 6 15 122 2.18 D
9. I perceive no difference between the academic performance of traditional students and non-traditional single parent students
11
5 64 24 8 96 8 0 16 0 0 0 176 3.14 A
10. I have no difficulty managing my time and priorities
10
4 56 28 6 102
5 3 16 0 0 0 174 3.11 A
3.26 – 4.00 = Strongly Agree (SA)2.51 – 3.25 = Agree (A)1.76 – 2.50 = Disagree (D)1.00 – 1.75 = Strongly Disagree (SD)
34
The respondents were asked to respond to each statement and a continuous
scale was used as a tool of analysis, where: 4 = Strongly Agree; 3 = Agree; 2 =
Disagree; and.1= Strongly Disagree.
Respondents expressed the highest degree of agreement to statement # 9, “I
perceive no difference between the academic performance of traditional students and
non-traditional single parent students” (WM = 3.14).
In literature, this is supported by Strage (2000) who argues that relatively little
is known and much is assumed about differences in college students' experience and
success as a function of their age, the route they travel to arrive at the university, and
their general experience with college. As this study has shown, contrary to popular
assumptions, students perceive no real differences between and among regular and
non-traditional students.
A high degree of agreement was also expressed to statement #10, “I have no
difficulty managing my time and priorities” (WM = 3.11); and to statement #2, “I
have been able to attend my classes regularly” (WM = 3.09).
The barriers that such time management poses challenges to non-traditional
students is well supported by literature. Competing demands for time and attention
may place adult students at a disadvantage in completing their degrees (Jacobs and
King, 2002). However, students in this study seem to disagree with this notion by
indicating that they have no problems attending class regularly nor with managing
their time and priorities.
35
Respondents likewise expressed agreement that “Generally speaking, I have
been able to comply with projects, assignments and other academic requirements on
time;” and that “All in all, I have received good grades in my subjects.”
While some studies indicate that non-traditional students face barriers to
retention and learning, Bauman et al., 2004 suggests that evidence offered thus far is
non-conclusive. Thus, it is important to investigate the link between circumstances
of nontraditional students thought to be associated with difficulties in an academic
setting and actual use of services that may address problems of older students.
Respondents expressed disagreement to only three (3) statements presented
to them, that: “I have been able to participate in extra-curricular activities organized
by the school,” “I believe I have performed better in academics than most students
in my class” and “I feel that I am more quick to learn than others.”
These disagreement expressed to the statement “I have been able to participate
in extra-curricular activities organized by the school,” finds support in literature.
According to Fairchild (2003), institutional barriers impede non-traditional students'
participation. These barriers may include inconvenient class times and office hours,
inadequate career planning for adults, and a lack of opportunities for campus
involvement that accommodate interests and needs of nontraditional students
(Fairchild, 2003).
Disagreement expressed to the statements “I believe I have performed better
in academics than most students in my class” and “I feel that I am more quick to
learn than others” indicated that students, whether regular or non traditional, do not
feel superior to other students.
36
IV. Null Hypotheses Testing
T-Tests for Independent Samples were performed to examine the study’s null
hypotheses. These tests measured how closely the researcher's hypotheses matched
the observations collected during the study.
The first hypothesis of this study is: There is no significant difference in the
self-perceived adequacy of preparedness for the college experience, when
respondents are grouped according to their demographic profile.
VARIABLES df X1 X2 Computedt-value
Critical t-value
Decision Impression at 0.05 Level
Age18 -25 & 26-33 30 3.49 3.17 4.88 2.042 Reject Ho Significant18-25 & 33-40 30 3.49 3.34 1.47 2.042 Accept Ho Not Significant
18-25 & 41 and above
30 3.49 3.63 1.01 2.042 Accept Ho Not Significant
26-33 & 18-25 30 3.17 3.31 1.32 2.042 Accept Ho Not Significant26-33 & 33-40 30 3.17 3.63 3.38 2.042 Reject Ho Significant26-33 & 41 and
above30 3.34 3.63 1.83 2.042 Accept Ho Not Significant
Civil StatusSingle & Married
and Separated/Annulled
30 3.49 3.43 0.92 2.042 Accept Ho Not Significant
Nursing Year Level
First Year & 4th 30 3.38 3.61 3.72 2.042 Reject Ho SignificantSecond Year & 4th 30 3.38 3.04 3.21 2.042 Reject Ho SignificantThird Year & 4th 30 3.61 3.04 5.5 2.042 Reject Ho SignificantFourth Year & 2nd 30 3.61 3.04 5.5 2.042 Reject Ho Significant
GenderMale & Female 30 3.48 3.44 0.55 2.042 Accept Ho Not Significant
Table 4-1. T-Test Results for Finding the Significant Difference Between Demographic
Characteristics and Adequacy of Preparedness for Academic Experience
(Note: These refer to the declarative statements in Tables 2.1 to 2.2)Significance is at .05 or more.
The results, as seen in Table 4.1., indicate that there was a significant
difference in perceptions about adequacy of preparedness for decision making among
37
age groups, particularly between those in the 18-25 year-old bracket and 26-30 year-
old bracket (p = 4.88).
The same significant differences were prevalent when the respondents were
grouped according to year level in nursing (p = 3.72, for instance, between registered
first year and fourth year students).
Based on the above findings, Hypotheses #1 was rejected.
The second null hypothesis of this study is: There is no significant difference
in academic performance when respondents are grouped according to their
demographic profile.
T-tests for independent samples were performed to examine the relation
between the assessment made about adequacy of preparedness for the academic
experience, and whether the respondents were single and married or
separated/annulled.
Table 4-3. T-tests on Finding the Significant Difference Between the Assessment Made by
Married & Single and Separated/Annulled Students
Variables Compared
Df Mean Computed t-value
Critical t-value
Decision Impression at 0.05 Level
Assessment of single and married
students versus separated/ annulled
22 X1 = 3.38X2 = 3.16
3.62 2.074 Reject H0 Significant
Significance is at .05 or more.
38
There was a significant difference between these variables. The assessments
made by single and married students versus separated/annulled (p = 3.62), and
knowledge, and attitudes and qualities (p = 4.88), bore significant differences . Thus,
the second null hypothesis was also rejected. Table 4.3 shows details of how the test
on the second null hypothesis was conducted.
39
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter discusses the summary, conclusions and recommendations of the
study based on data collected by the researcher from a sample of 56 nursing students
in Lucena City who served as the study’s respondents.
This study sought to assess adequacy in preparedness for the academic
experience among students as well as the impact of such perceptions about adequacy
on the academic performance. Differences between single and married students
(considered traditional in this study) and separated or annulled (considered non-
traditional) were given focus.
Summary of Findings
1. Demographic Characteristics of Respondents
1.1. A total of Fifty-Six (56) respondents were selected for this study.
1.2. The sample was relatively young. Of the 56 respondents, 35 or
62.50% were 18-25 years of age; 14 or 25% were 26-33 years old;
six (6) or 10.71% were 33-40 years old; and only one (1) or 1.79%
was 41 years old or older.
1.3. There are more females than male in this study. In terms of gender, 44
or 78.57% of respondents were female nursing students while 12 or
21.43% were males.
40
1.4. When grouped according to civil status, most or 33 of 56 respondents
(or 58.93%) were single. Married respondents numbered 13,
constituting 23.21% of the sample while those who claimed they were
separated or that their marriages had been annulled also numbered 13
(23.21%).
1.5. In terms of number of children, the highest number of respondents
were those who indicated they had no children (36 or 64.28%). This
was followed by those who said they had two to three (2-3) children
(11 or 19.64%). Nine (9) respondents, or 16.07%, declared they had
one (1) child. None of the respondents indicated that they had four
(4) or more children.
1.6. When grouped according to living arrangements, 35 or 62.5% of
respondents indicated that they lived with their parents or other family,
while 14 or 25.0% said they lived with their husband or other parent-
partners. Seven (7) others said they lived with no other parents in the
home.
1.7. In terms of level of nursing education, majority or 35 of 56
respondents (62.5%) said they were in fourth year; while 15 or
26.79% indicated they were in third year. Only three (3) or 5.35% of
respondents said they were in second year and another three (3) or
5.35% indicated they were in first year.
1.8. In terms of grade point average, majority or 26 of 56 respondents
(46.43%) said they obtained a GPA of 2.51-3.25; while 19 or 33.93%
41
indicated they obtained a GPA of 1.76 – 2.50. Only six (6) or 10.71
% of respondents said they obtained a GPA of 3.26 – 4.00 and another
five (5) or 8.93% indicated they obtained a GPA of 1.00 – 1.75
2. Adequacy of Preparedness for Academic Experience
2.1. Single and married nursing students in this study rated themselves very
highly in terms of degree of preparedness for the academic experience in
practically all indicators, the highest of which included skills that
allowed them to interact with mostly unmarried classmates (WM =
3.98); financial resources for schooling (WM = 3.63); adequate time
for schooling (WM = 3.58); network of moral and emotional support
while schooling (WM = 3.51); and self confidence (WM = 3.49). In all
these indicators, along with four (4) others, staff nurses considered
themselves “very prepared.”
2.2. The only self-rated skills indicators for which single and married nursing
students indicated a lower degree of preparedness (or a rating of
“prepared”), was in emotional stability (WM = 3.16).
2.3 Separated or annulled students rated themselves very highly on the scale
as well, indicating a rating of “very prepared” in a total of 6 out of 10
indicators, namely: communication skills (WM = 3.77); financial
resources for schooling (WM = 3.69), self confidence (WM = 3.54);
adequate time for schooling (WM = 3.54); and interacting with mostly
unmarried classmates (WM = 3.46).
42
2.4. The lowest ranked indicators (but still indicated nevertheless as
knowledge factors for which separated and annulled students were
“prepared”) were network of moral and emotional support while I am
schooling, refreshed study skills, physical health and having firmly
established learning or career goals (WM = 3.15 for each).
3. Academic Performance
3.1. Respondents expressed the highest degree of agreement to statement # 9,
“I perceive no difference between the academic performance of
traditional students and non-traditional single parent students” (WM =
3.14).
3.2. A high degree of agreement was also expressed to statement #10, “I have
no difficulty managing my time and priorities” (WM = 3.11); and to
statement #2, “I have been able to attend my classes regularly” (WM =
3.09).
3.3. Respondents likewise expressed agreement that “Generally speaking, I
have been able to comply with projects, assignments and other academic
requirements on time;” and that “All in all, I have received good grades
in my subjects.”
3.4. Respondents expressed disagreement to only three (3) statements
presented to them, that: “I have been able to participate in extra-
curricular activities organized by the school,” “I believe I have
performed better in academics than most students in my class” and “I
feel that I am more quick to learn than others.”
43
4. Hypotheses Testing
4.1. Significant differences were found in the self-perceived adequacy of
preparedness for the college experience, when respondents were grouped
according to their demographic profile.
4.2. Significant differences were found in academic performance when
respondents were grouped according to their demographic profile.
Conclusions
From the summary of findings, the researcher has arrived at the following
primary conclusions.
1. Single and married (traditional) students in this study rated themselves
very highly in terms of degree of preparedness for the academic experience.
2. Separated or annulled (non-traditional) students in this study also rated
themselves very highly in terms of degree of preparedness for the academic
experience.
3. High rating notwithstanding, the single and married (traditional) students in
this study indicated a lower degree of preparedness (or a rating of
“prepared”), in emotional stability
4. Separated or annulled (non-traditional) students in this study also
collectively identified lower-rated areas (for which a rating of “prepared”
was given). These included: network of moral and emotional support
while I am schooling, refreshed study skills, physical health and having
firmly established learning or career goals
44
5. Respondents in this study agreed that they had excellent academic
performance in almost all indicators. The only statements to which they
expressed disagreement in this regard were: “I have been able to participate
in extra-curricular activities organized by the school,” “I believe I have
performed better in academics than most students in my class” and “I feel
that I am more quick to learn than others.”
6. All in all, significant differences were found in the self-perceived adequacy
of preparedness for the college experience and in academic performance,
when respondents were grouped according to their demographic profile, but
this were in regard to age and year level in nursing. Marital status did not
seem to play a significant role in the difference in perceptions.
Recommendations:
Based on the findings and conclusions of this study, the researcher submits the
following recommendations:
3. Although research on single parents as non-traditional students has
proliferated in the past decade, findings addressing the relationship between
single parenthood and academic performance have been inconclusive. Our
research supports this observation. Single parenthood was not correlated to a
student's performance. Thus further research is recommended, with a larger
sample size and a more refined research tool.
4. Other frequently cited factors influencing academic achievement are maturity
and life experiences This research suggests that older students have acquired
45
some adaptive skills, in both behavior and judgment, that reduce the chance of
poorer grades. These skills, being positively correlated to motivational and
cognitive abilities, tend to be linked positively with age. The researcher,
therefore, recommend that educators consider adopting an expanded method
of cooperative learning involving older students who act as models of
maturity, confidence, and rational thinking in small group instructional
activities.
Implications of this Study
One of the primary implications for instruction is the expanded use of cooperative
learning. This method of instruction, using peer tutoring and group activities,
enhances interactive social skills as well as comprehension of subject matter. Nelson,
and Skon (2005) found cooperative learning to be more academically beneficial than
traditional learning techniques. Further research by Soldier (2007) reports that
cooperative learning helps students to accept differences among themselves, helps
them to develop more positive attitudes toward school, and promotes the idea that
students have greater control over their lives in school.
Vertical grouping is an example of an expanded method of cooperative
learning involving older students who act as models of maturity, confidence, and
rational thinking in small group instructional activities. Older, nontraditional students
serve a leadership function in addition to possible tutoring roles. Traditional college-
age students benefit from vertical grouping by being exposed to more mature levels
of cognitive interaction and to the older students' increased experience with effective
46
coping strategies. In return, older students will likely appreciate the recognition and
the opportunity to display their advanced maturity and their more experienced social
and personal skills. In fact, they learn by teaching.
The literature and current research concerning student age provides
educational institutions with information about achievement differences among
traditional and nontraditional groups. This information provides higher education an
underused educational tool to assist with the development of its traditional students.
As education increases the dimensions of its mission, the nontraditional student is an
overlooked, often untapped, resource.
47
BIBLIOGRAPHY
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Bowl, C. (2000). Adult leaning in America: Why and how adults go back to school. New York: The College Board.
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51
Annex “A”: Letter to Respondents
Bachelor of Science in NursingCALAYAN EDUCATIONAL FOUNDATION, INC. (CEFI)
Lucena City
Dear Respondent,
In relation to our thesis requirements, we are conducting a study entitled, “THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC PERFORMANCE.”
May we invite you as one of our respondents inasmuch as we believe that you can answer the questions provided in the survey.
Your candid answers will contribute meaningfully to the completion of this study. Rest assured that your responses will be treated with utmost confidentiality.
Thank you very much.
Yours truly,
MARIA AMELIE S. RICAFORTJULIE ANN PRODIGO
WINCHELL PIÑANA
52
Annex “B”: Research Instrument
THE SINGLE PARENT AS A NON-TRADITIONAL NURSING STUDENT: EFFECTS OF SINGLE PARENTHOOD ON ACADEMIC
PERFORMANCE
Thank you very much for participating voluntarily in this study. Please be assured that your responses will be kept strictly confidential.
I. Demographic InformationAge: 18 – 25 years old
26 – 33 years old
33 - 40 years old
41 years old and above
Gender: Male Female
Civil Status: Married Single Separated/Marriage Annulled
Number of Children: none
one child
2-3 children
4 children or more
Living Arrangements: living with no other parent in the home
living with husband/parent-partner
living with parents or other family
Level of Education: First Year Nursing Student
Second Year Nursing Student
Third Year Nursing Student
Fourth Year Nursing Student
Grade Point Average During the Last Completed Semester (please indicate in values
between 1-4, with one being the highest): ___________________________
II. Adequacy of Preparedness for the Academic Experience
Please respond to the following checklist of skills by checking the appropriate column, where:
4 = Very Prepared (VP)3 = Prepared (P)
53
2 = Not Very Prepared (NVP)1 = Not Prepared (NP)
To what degree are you prepared for the academic experience or for a nursing education in terms of the following indicators?
INDICATORS Degree of PreparationVP(4)
P(3)
NVP(2)
NP(1)
1. Financial resources for schooling2. Adequate time for schooling3. Network of moral and emotional support while I am
schooling 4. Refreshed study skills 5. Self confidence 6. Interacting with mostly unmarried classmates7. Emotional stability8. Physical health9. Have firmly established learning or career goals10. Communication skills
III. Academic Performance
Please indicate whether you agree to the following affirmative statements about your performance in school as a nursing student, where:
4 = Strongly Agree3 = Agree2 = Disagree1 = Strongly Disagree
SELF-RATED ACADEMIC PERFORMANCE SA A D SD
1. All in all, I have received good grades in my subjects.
2. I have been able to attend my classes regularly3. I have enough time for study, after classes.
4. Generally speaking, I have been able to comply with projects, assignments and other academic requirements on time
5. I have been able to participate in extra-curricular activities organized by the school
6. I believe I have performed better in academics than most students in my class
7. I feel that I fit in with other students in the class and in the entire college
54
8. I feel that I am more quick to learn than others
9. I perceive no difference between the academic performance of traditional students and non-traditional single parent students
10. I have no difficulty managing my time and priorities
Thank you very much!
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Annex “C”: Curriculum Vitae of the Researchers
PERSONAL DATA
NAME: Maria Amelie S. Ricafort
ADDRESS: 34 Riverside Subd., Red V. Lucena City
DATE OF BIRTH: January 19, 1975
PLACE OF BIRTH: Lucena City
NAME OF FATHER: Magno P. Ricafort
NAME OF MOTHER: Felipa Nery S. Ricafort
CIVIL STATUS: Single
EDUCATIONAL BACKGROUND
TERTIARY:
Calayan Educational Foundation Inc. 2005-2009
New York University 1991-1993
SECONDARY:
Interlake High School 1991
ELEMENTARY:
Sacred Heart College
ORGANIZATIONAL INVOLVEMENT
Red Cross 2008-2009
SNAQP 2007-2009
DUKHA, CEFI 2006
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57
58
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