chapter iv presentation analysis and interpretation of data

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CHAPTER IV PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

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Janica Damiles

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Some students find transitioning from middle school to high school very different and challenging. There is pressure to fit in socially, to perform academically and to act responsibly. The student without an adequate support network of family, friends, peer groups and teachers will feel disconnected and isolated and may lose the will and motivation to go to school. The aim of this study is to stress the need for a program to provide such support for this particular group of students with the cooperation of their parents, teachers, friends and peer groups. Using a quasi-experimental, one-group pre-test and post-test method utilizing the Survey of Study Habits Questionnaire (SSHA) and the Home Study Habits Questionnaire, initial testing was administered by the guidance counselor in a school in Quezon City in July 2005 for school year 2005-2006. Male and female first year students whose ages ranged from 11 to 14 in eight sections took the test. The pre-test results of the first year high school students show that in all eight sections, the first year students still find transitioning into high school in the early part of the school year difficult. In terms of their study habits and attitudes, which were measured and reflected through the Study Orientation (SO) aspect and the other SSHA aspects. They then went through a four-phase intervention program to improve their academic skills and study habits and attitudes with the assistance of parents and the school. The SSHA was administered again to the same batch of first year students after seven months to check for results. The over-all Study Orientation scores showed remarkable progress from Average (Low) to Above Average, indicating that improvement had occurred. To substantiate the data from the SSHA, the Home Study Habits Questionnaire was randomly given to five students from each of the eight sections. Results showed that respondents’ study habits included: doing homework with no television, doing homework quietly on their beds or study tables in their bedrooms or on the dining table after supper. Majority of them required no assistance from anyone when doing schoolwork or class assignments. Most of them used the Internet as a resource. Some used the encyclopedia or other textbooks. This study proved the importance and positive effect of an intervention program that includes the Grade Six Immersion Program, the administration of the Survey of Study Habits and Attitudes (SSHA) to first year high school students in the beginning of the first grading period; a four-phase intervention program; the Study Habits Seminar for first year students; individual and group counseling; referrals and follow-ups during the school year and finally, a re-test of the SSHA to the same batch of first year high school students after seven months of adjustment in the high school that had positive results from the program.

Veronica Zammitto

This thesis work researches the hypothesis that people with certain personality traits would prefer certain video game genres. The motivation is to contribute to demographic game design by identifying gamers’ personality profiles in order to better satisfy their needs and enjoyment. A Gaming Preferences Questionnaire was developed and validated to identify gamers’ preferences. The NEO-FFI questionnaire based on the Five Factor model was selected for measuring gamers’ personality traits. Data from 545 participants was analyzed by multiple linear regression. Eight game genre models were found statistically significant, and accounted for 2.6% to 7.5% of gamers’ preferences for game genres based on personality factors. The relevant personality traits of the models matched game elements of the genre. This work shows that a refined itemization helps to begin to understand the psychological human complexity that drives players’ preferences. Keywords: personality; game elements; game preference; genre; demographic game design.

christine yambao

Applying the descriptive research design using quantitative and qualitative approaches, the study investigated the personality traits, resiliency and academic indicators of first generation entrants or college students with parents who did not have the opportunity for post-secondary education. The respondents of the study were 128 first generation entrants enrolled in nine rural state colleges in the province Zamboanga Sibugay. The first generation entrants were 20 years old and above, 75 % were females and a majority belongs to low-income families. The study utilized researcher-formulated survey questionnaires, standardized tests, interview questions and standardized tests 16 PF Fifth edition and the Ego Strength Q-Sort Test. Total enumeration was applied in the study and stratified sampling determined the participants for the interview. There is a significant difference in sex and the global factors of first generation entrants: Extraversion at (p 0.04 at α=0.05) and this implies that males were more active in their social participation than the females. There is a significant difference in the resiliency area of Ego Status and mother's educational attainment (p 0.035 at α=0.05) which suggests that for first generation entrants, the educational attainment of the mother influences the development of their ego. A slight and an almost negligible relationship correlation was determined for Mental Health and Independence (r at-0.194 at α = 0.05) and Physical Health and Extraversion (r of 1.88 at α = 0.05). Overall, the data revealed that difficult circumstances in life allowed the first generation entrants to draw out from within an untapped strength of human character and determination which allowed them to endure and overcome adversity. The findings of the study were used in the design of a five-year intervention program to ensure the access and success of first generation entrants in college. INTRODUCTIOJN

—The substantive aim of this study was to investigate the favorable and unfavorable study habits and study attitudes of the freshmen students and determine its implications in formulating academic intervention programs. The Survey of Study Habits and Attitudes (SSHA) instrument developed by Brown and Holtzman (1969) was used to assess the study habits and attitudes of the students. Results show that students generally do not approve teacher methods and classroom management, and have inefficient time management. Favorable and unfavorable study habits and attitudes of the students were also revealed. Implications of these findings were discussed and the theory of confluent education was considered in designing a framework of academic intervention programs among HEIs.

In Clara Pracana & Michael Wang (Eds.) InPACT 2017 - International psychological applications conference and trends, (pp.103-107). Budapest: Hungary: Book of Proceeding.

Danijela S. Petrovic

The aim of this study is to examine gender differences in the results obtained within the 2013 Teaching and Learning International Survey (TALIS 2013) on a sample of teachers from Serbia related to self-efficacy, job satisfaction, co-operative practices and professional development. In Serbia, the sample consisted of 3 857 teachers (ISCED 2) from 191 schools (65.8% female and 34.2% male teachers). A standardized TALIS questionnaire for teachers was used for data collection. The results show that female teachers perceive themselves as more efficient than male teachers in regard to efficacy in classroom management (F(1)= 6.92; p <.01), efficacy in instruction (F(1)= 22.05; p <.001), efficacy in student engagement (F(1)= 4.01; p <.05) and teacher self-efficacy (F(1)= 10.91; p <.001). In addition, women are more satisfied with the profession (F(1)= 14.21; p <.001) and job (F(1)= 6.16; p <.01), while satisfaction with the current work is at the same level as that of their male colleagues. Female teachers are more involved in teacher co-operation (F(1)= 14.38; p <.001) and exchange for teaching (F(1)= 31.60; p <.001), but there are no differences between male and female teachers regarding professional collaboration. Additionally, female teachers largely considered their professional development (PD) to be effective (F(1)= 9.97; p <.01) and also largely recognized the need for PD for teaching for diversity (F(1)= 37.31; p <.001), as well as for pedagogy of teaching a particular subject (F(1)= 8.40; p <.01). The obtained findings that female teachers are more satisfied with their job and profession, perceive themselves as more efficient and more co-operative, but at the same time are more willing to further develop professionally speak in favour of the view that the feminization of the teaching profession does not necessarily have negative consequences.

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Massive Open Online Courses (MOOCs) are (re)shaping, (re)configuring, and (re)defining the landscape of teaching and learning across the globe. Anchored on TPACK (Koehler & Mishra, 2009) and Connectivism (Siemens, 2004), this study explored the pedagogical viability of integrating MOOCs into an English language classroom using the flex model of Horn and Staker’s (2014) Blended Learning Framework. Research participants were 39 senior students in a private university in Manila, Philippines, who were enrolled in a Business Communication class during the first semester of the academic year 2015 – 2016. Using Coursera (www.coursera.org) as the MOOC platform, the student participants took University of California Irvine’s MOOC on High-Impact Business Writing in conjunction with the face-to-face classes for a duration of five weeks. Research data from students’ reflections, survey, and focus group discussions reveal that MOOCs are viewed by students as an innovative, dynamic, and practical way of facilitating learning and enriching subject matter knowledge in today’s digital era. MOOCs are also seen by the students not only as a significant ‘add-on’ to the curriculum but also as a platform in promoting learner autonomy despite some technological limitations and attitudinal issues. Implications for teachers and researchers are provided in the light of these findings.

Ianthi Tsimpli , Georgia Fotiadou , Eleni Fleva

Rizqi Maulida Amalia

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