The Problems and Adjustments

Encountered by the Nursing

Sophomore Students of Calamba
Doctors Colleges School Year
2009-2010
Chapter 1
The Problems and Its Background
Introduction:
Nursing is generally defined as caring for the sick and disabled
and promoting good health practices. It is one of the health
care professions. Nurses administer treatments as prescribed or
authorized by physicians. Nursing care ranges from simple
tasks to complex procedures. Compared to other fields such as
engineering, nursing has lots of special areas where nurses can
enhance potentials, skills and abilities. There are staff nursing,
operating room nursing, public or community health nursing,
occupational or industrial nursing, military nursing and school
nursing. All of these special areas have one and only one focus
and it is the welfare of an individual. Therefore, the goals of
nursing practices are not only to promote health, prevention of
illness, alleviation of sufferings but also restoration of health to
a highest possible level.
Entering and choosing nursing as a course is not that easy, one
should complete the requirements before being admitted to
take the course. A student should pass the examination and
interviews conducted by one of the members of the
administration. Moreover, one should have also passed the
other medical requirements or physical tests.
 Nursing as a course requires a lot of time, effort, and
money. Financial problem for the nursing student is not
new. It is a big barrier or hindrance. For instance, failure
to send himself to the affiliation program required by the
school in order to enhance his skills and abilities in
clinical area might develop for him negative attitudes
towards work and studies. Different references,
paraphernalia’s as well as affiliation fees are required in
this course. One should learn to budget his money and
prioritize his needs accordingly. Another area of conflict
is on schedules. Students should learn hoe to adjust their
schedules. The nursing course follows a very hectic
schedule and includes a lot of activities among these are
paper works, actual demonstrations, research as well as
nursing related learning experience (or clinical duty). On
the whole, nursing students should know how to cope
with these various problems and to make the necessary
adjustments.
 Calamba Doctors Colleges sees to it that its students are
properly equipped with knowledge, training and experience.
The College sends students to medical related
establishments. Where it is affiliated like Philippine
Orthopedic Center, National center for Mental Health and
San Lazaro Hospital. In these areas, students easily
correlate theories to actual situations. In this way, students
enhance and widen their knowledge for future needs.
Society nowadays keeps changing. Calamba Doctors
Colleges sees to it that their students are up-to-date with
these changes. The College sponsor educational programs
which can enrich the knowledge of their students. However,
despite the concentrated efforts of the administration,
teaching and non-teaching staff, student’s still encounter
problems which can affect their studies and personalities.
Level 1 or the first year of college education is just like their
senior year in high school. Level 2, however, is considered
as the most critical period. Most of the sophomore students
fall under the period of adolescence. At this stage “storm
and stress” came out. As such problems greatly affect their
performance in school and off-school. Moreover, when
problems arise they cannot separate home from school and
affiliated hospitals which unknowingly affected their
performances.
This was the basic reason why the researchers selected the
sophomore nursing students as their subjects for the study.
Theoretical Framework
All person experience conflicts in life. In fact they produce some
coping mechanisms in order to treat these conflicts. In this study;
the researchers were only interested to know the problems which
the adolescents encounter. They particularly chose the
Sophomores among our nursing students because it is on this
level of the nursing students curriculum where the students are
for the first time exposed to the hospital setting where problems
are most likely to occur.
In 1950, Ross L. Mooney assisted by Leonard Gordon, both working
with the Bureau of Educational Research of Ohio State University
studied the problems affecting the college students. According to
Mooney, students in college often face trouble, some problems in
areas of health, money, social life, relations with people, religion,
studying, selecting courses, and the like. They come up with the
Mooney Problem Checklist. This was adapted by Layog, Peconcillo
in his study on the Adjustments of Selected Sophomore Nursing
Students of Ortañes University and likewise used by the
researchers in this study.
When problems/conflicts arise different coping mechanisms are
done so as to treat these problems. Murphy emphasized that
coping process vary with what is called for in the coping
adjustment process. Achieving gratification, eliminating threat,
overcoming frustrations or making the most of challenge require
appropriate action of some sort.
Conceptual Framework
In this conceptual model two
boxes can be seen, one on the
left and the other is on the
right. The left one contained
the problems which were
classified into eleven areas.
The arrow pointing towards
the student which means that
these problems.
Statement of the Problem
The present study attempted to investigate the
problems and adjustments encountered by the
Sophomore Nursing Students in various areas for the
school year 2009-2010.
Specifically it aimed to answer the following questions.
1.What are the problems encountered by Sophomore
Nursing Students along the following areas:
1.1 Adjustments to College Work (ACW)
1.2 Social Psychological Relations (SPR)
1.3 Home and Family (HF)
1.4 Curriculum and Teaching Procedures (CTP)
1.5 Social Recreational Activities (SRA)
1.6 Personal Psychological Relations (PPR)
1.7 Health and Physical Development (HPD)
1.8 Courtship, Sex and Marriage (CSM)
1.9 Finances and Living Conditions (FLC)
1.10 Morals and Religions (MR)
1.11 Future, Vocational and Educational (FEV)
2. What adjustments do the Sophomore nursing Students make with
regards to their problem on:
2.1 Adjustments to College Work (ACW)
2.2 Social Psychological Relations (SPR)
2.3 Home and Family (HF)
2.4 Curriculum and Teaching Procedures (CTP)
2.5 Social Recreational Activities (SRA)
2.6 Personal Psychological Relations (PPR)
2.7 Health and Physical Development (HPD)
2.8 Courtship, Sex and Marriage (CSM)
2.9 Finances and Living Conditions (FLC)
2.10 Morals and Religions (MR)
2.11 Future, Vocational and Educational (FEV)
3. is there any significant difference in the problems encountered by the
Sophomore Nursing Students when grouped according to their:
3.1 Age;
3.2 Sex:
3.3 Birth order; and,
3.4 Number of Siblings in the family
Null Hypothesis
There is no significant difference in the problems encountered by the
Sophomore Nursing Students when grouped according to their:
1. Age;
2. Sex:
3. Birth order; and,
4. Number of Siblings in the family
 Scope, Delimitations and
Limitations of the Study
The study focused on the problems and adjustments encountered by the
Sophomore Nursing Students of Calamba Doctors’ College. The
respondents were limited only to thirty (30) Sophomore Nursing
Students of Calamba Doctors’ College who shared their perceptions
about their problems and how they adjust to them.
The problems were on the following areas: a)Adjustments to College
Work (ACW) b)Social Psychological Relations (SPR) c)Home and Family
(HF) d)Curriculum and Teaching Procedures (CTP) e)Social Recreational
Activities (SRA) f)Personal Psychological Relations (PPR) g)Health and
Physical Development (HPD) h)Courtship, Sex and Marriage (CSM)
i)Finances and Living Conditions (FLC) j)Morals and Religions (MR)
k)Future, Vocational and Educational (FEV). Moreover the present
study is focused only for the school year 2009-2010.
The interview and the questionnaire prepared did not affirm to give exact
findings the only purpose is to give results that could serve as basis for
further researcher in this matter. The study wished to determine
various problems of the Sophomore Students and their ways of
adjusting to each problem. It did not promise to give generalized
results since the respondents are in themselves limited.
Significance of the Study
The researchers decided to present this study in order to
serve as a mediator among the students, clinical
instructors and academic instructors to build a
harmonious relationship among themselves. Moreover,
when conflicts in the clinical area and academic subjects
are pin pointed and identified, the College of Nursing
maybe able to present a program that would help nursing
students to adjust or cope with their problems.
This study can also serve as a guide for future studies
related to nursing and nursing education as it will involve
their responsibilities they have to face. Hence, this study
serves as a fitting manifestations for all the hopes,
dreams and goals of a typical nursing students. The said
study also contains the fruitful years that we had in this
institution
Chapter 2
REVIEW OF RELATED
LITERATURE
This chapter presents various
studies and literature both local
and abroad. Researchers went to
various places and establishment
to gather some information related
to the present study.
 RELATED STUDIES IN THE
PHILIPPINES
According to Mendoza (2003), conflicts and frustration may causes
a person to develop feelings of tensions and anxieties. In dealing
with these problems an individual must try to adjust to various
situation. The data gathered by the researcher revealed that
nursing students are not exceptions to this problem.

Mendoza conducted a study on the problems met by the student

nurses in the clinical areas at the University of Santo Tomas. The
most serious problem met by the students was unprepared ness
in handling hospital equipment. He also observed that the
students complained of knowledge and inability of personal to
demonstrate to them how to use hospital equipment. students
became tense and nervous in the clinical area.
Genciana (2005) states that the other problems met by the students
nurses in the clinical area during affiliation were the big contrast
between the theories learned and the work required in the clinical
area, fear of trying out different techniques in nursing
procedures, fear of being reprimanded by superior infant of the
patients, and feeling of insecurity regarding heavy work
assignments.
In 2004-2005, Tesaluna conducted a study on the problems
of high school students of Collegio de San Jose Recoletes
in Cebu City. The study revealed that the greatest
number of problems of the respondents was found in the
area of adjustment to school work. Based on her findings,
she recommended that the teachers must give their full
support to the students by showing approval of well-
coordinated projects by encouraging students become
independent thinkers and through skillful questioning and
proper motivation.
Likewise, Algoet (2006), in her study of problems and
solutions of the junior and senior nursing students of
Saint Theresa’s College, discovered that the greatest
number of student problems were in the areas of personal
adjustment, school life and the future.
RELATED STUDIES ABROAD
The concept of defense mechanism is referred to as
unconscious Psychological process. Defense
mechanism may be regarded as a coping process, just
as avoidance because it is psychological method in
dealing with threats and frustrations. Implied in
defense that the threat is reduced only in the mind of
the individual and not in reality (Freud, 1959).
Conn and Crowne (2002), interpreted this defense
against the threat of disapproval. The question is
extremely difficult to answer because self-awareness is
hard to evaluate except by asking the person and he
may be unwilling unable to tell us about it.
Theoretically, the person attempts to deceive himself
and those in which the aim is to deceive others.
RELATED STUDIES ABROAD
College students are prone to stress due to the transitional nature
of college life. High levels of stress are believed to affect
students' health and academic functions. If the stress is not dealt
with effectively, feelings of loneliness, nervousness,
sleeplessness and worrying may result. Effective coping
strategies facilitate the return to a balanced state, reducing the
negative effects of stress.
Sophomore nursing students are exposed to a variety of stressors.
Establishing a student support system during the first year and
improving it throughout nursing school is necessary to equip
nursing students with effective coping skills. Efforts should
include counseling helpers and their teachers, strategies that can
be called upon in these students' future nursing careers.
Stress has been identified as a 20th century disease and has been
viewed as a complex and dynamic transaction between individuals
and their environments. Stressors can be broadly defined as
situations or events that have the potential to affect health
outcomes .Stress can be regarded as a psychological threat, in
which the individual perceives a situation as a potential threat .
 Academic stress among college students has been a topic of interest for many years. College
students, especially freshmen, are particularly prone to stress due to the transitional nature of
college life. For example, many college students move away from home for the first time, which
can necessitate leaving all previously learned support systems such as parents, siblings and high
school friends. Students may need to develop entirely new social contacts and are expected to
take responsibility for their own needs. They may have difficulty adjusting to more rigorous
academic expectations and the need to learn to deal with individuals of differing cultures and
beliefs. Thus, stress may result from being separated from home for the first time, the transition
from a personal to an impersonal academic environment, and the very structure of the academic
experience at the college level. Significant changes in living conditions, the novel demands of the
college academic environment, and the large change in social surroundings are just a few of the
potential sources of stress for a college student. College students experience high stress at
predictable times each semester due to academic commitments, financial pressures, and lack of
time management skills. Moreover, regardless of year in school, college students often deal with
pressures related to finding a job or a potential life partner. These stressors do not cause anxiety
or tension by themselves. Instead, stress results from the interaction between stressors and the
individual's perception and reaction to those stressors. Other potential sources of stress for
college students include excessive homework, unclear assignments, and uncomfortable
classrooms. In addition to academic requirements, relations with faculty members and time
pressures may also be sources of stress.
Stress-inducing academic demands include grade competition; lack of time and issues relating to
time or task management, the need to adapt to new learning environments in terms of the
increased complexity of the material to be learned and the greater time and effort required to do
so; and the need to constantly self-regulate and to develop better thinking skills, including
learning to use specific learning techniques. Another category that evokes stress is social
adjustment, particularly adjusting to university life and separating from family and friends.
Finally, there are financial pressures and other technical difficulties. Archer and Lamnin (1985)
found that tests, grades, competition, time demands, professors and the class environment, and
concern about future careers were major sources of academic stress .
Stress and the identification of potential stressors among nursing students have received much
attention in the literature .Nursing students have the same
academic stressors as other college students, such as midterm and final examinations, research
papers and other assignments. In addition, nursing students experience a clinical component,
which is highly stressful. Students have a large amount of preparatory work before their
clinical assignments. They often must travel long distances to clinical sites and use highly
technical equipment . In addition, they must perform procedures that can cause serious harm
to their patients, thus enhancing their fear of making mistakes. Studies indicate that nursing
students may be more prone to stress than other students. Beck and Srivastava (1991)
performed a study to investigate the perception level and sources of stress across academic
years in 94 nursing students enrolled in a baccalaureate nursing program at one university.
Psychiatric symptoms were more prevalent in these students than in the general population.
Many of the items ranked as stressful by the nursing students were also identified by other
populations, such as amount of material to learn, examinations and lack of timely feedback
from faculty. In addition, the nursing students identified feelings of inadequacy in dealing
with acutely ill patients and difficulty in relationships with faculty. Nursing students had to
devote long hours to study, were given multiple assignments, and lacked free time, timely
feedback and faculty response to student needs.
In college and university students, some stress is motivating, whereas too high a level
interferes with teaching . Excessive stress can be harmful to a student's academic
performance and students who perceive their stress levels as very high may often become
depressed. This depression can lead to other mental health problems, such as excessive
drinking or indiscriminate use of other substances . Thus, academic stressors cover the
whole area of learning and achieving, as well as adjusting to a new environment, in which a
great deal of content must be assimilated in a seemingly inadequate period of time.
Moreover, excessive stress may lead a student to drop out of college . If stress is not dealt
with effectively, feelings of loneliness and nervousness, as well as sleeplessness and
excessive worrying, may result. It is important that stress intervention programs be designed
to address stress in college students. To design effective intervention programs, it is
necessary to identify the stressors specific to college students.
Student perception of high stress levels can lead to poor academic performance,
depression, attrition and serious health problems. Methods to reduce student
stress often include effective time management, social support, positive
reappraisal, and engagement in leisure pursuits .Therefore, studying student
stress and the methods students use to deal with it can have important
implications for higher education administrators .Although students cannot avoid
these stressors, their ability to adjust to demands and cope with these stressors
are important in achieving success in the college academic and social
environments .
Coping has been viewed as a stabilizing factor that may assist individuals in
maintaining psychosocial adaptation during stressful events. The process of
coping is a very complex response that occurs when an individual attempts to
remove stress or a perceived threat from the environment. Thus, the actual
reaction to an environmental event may be as important as the event itself .
Coping responses can be described as positive or negative and as reactive (i.e.
reacting to an individual's own thoughts and feelings) or active (dealing with
actual stressful situations or events). Active or reactive coping responses can be
positive or negative, depending on the situation and the content of the
response . The individual may deal with stress through several methods,
including removing the stressor through manipulating the environment,
developing specific responses to help deal with the stressor or seeking diversion
from the stressor . Researchers have found that ethnic, cultural and even
socioeconomic characteristics influenced coping behaviors .
Failure to resolve student stress in the long term could have serious professional
and personal consequences .The primary objective of the present study was to
identify the sources of stress in undergraduate nursing students. We also wished
to assess whether there were any differences between students in different
years of nursing school in their experience of stress sources and to determine
the most and least common coping strategies used by these nursing students.
 RELATED LITERATURE IN THE
PHILIPPINES
The articles and readings related to mental health were reviewed because
of their relevance to the present study. The following factors affects
in every individual as he/she undergoes the different stages of life.
A.HOME
The home is the cradle of the child. It is the basic foundation for the
child’s growth and development. It is the first and foremost agency
that conditions or take care new born before any institutions can
have a chance to make an impression upon him.
Satisfactory family life is absolutely necessary to the adequate
development of the child. It is the emotional atmosphere of the home
that the child initially encounters and will determine his feelings of
personal security, safety, and acceptance or of anxiety and defiance
of authority.
Personality and environment are quite mutually inclusive and that Family
cohesion and disruption are of fundamental importance to
adjustment and personal development. As such break of home can be
most damaging influence on the psychological well-being of the child.
The saying “a broken home results in a broken child “, has been
found to be true in a majority of instances Patterns of adjustment,
from simple symptomatic behavior such as nail biting, thumb-sucking
to the most serious delinquencies are associated with the break up of
the home. Hence, it is necessarily that the child develops on deeps
sense of inner security and belonging which only an affectionate
home atmosphere can provide for the child to achieve a wholesome
adjustment and psychological stability. The inadequate parent-child
relationship and detrimental practices common among parents in the
home may be characterized as follows:
Emotional rejection of the child
Rejection may be defined as an overt behavior toward an individual
which leads him to believe that he/she is neither loved nor valued
Rejection causes the child to fear those who willing to abandon him.
The following are parental practices indicative of parental rejection:
Emphasis on the children’s short coming
Severe punishment and negative responses (scold, ridicule, threats)
Rigid discipline
Desertion
Eviction (to expel by a legal process)
Unfavorable comparisons with other children
Deliberate statements to the indicating that he is unwanted
Domination of the parents
Some parents are so rigid and uncompromising with their standards
that considerable anxiety is created in the child. Thumb-sucking,
nail biting and bed-wetting which frequently are the results of
anxiety and tension in the child. He feels increasingly rejected and
is likely to continue is thumb sucking.
Submission to the child
A submissive parent is defined as one who capitulates to
unrealistic demands and request, usually following pressures and
teasing on the part of
child. An illness of severe nature usually renders the
mastering his parents. The strategy most frequently used
is that of temper tantrums particularly that type of
tantrum in which the child holds his breath to the point
becoming blue in the face or other display of emotions he
gets what he wants.
Overprotection of the child
Overprotection by a parent involves excessive attention and
pampering of the child without offering opportunities to
make decisions or to assume responsibilities. Usually, the
child is given everything they wants and lets them every
they catered to. Children who are thus spoiled are likely
to fail in becoming self-reliant and in coping with even
minor frustrations they have to face I life. Over solicitude,
over protections are usually due to maladjustment on the
part of the parents. There are four factors which appear
to account for such overindulgence;
Absence of love and affectionate in the parents own
childhood
Inharmonious marital relationship
Frustrations of personal achievement or wanting of
vocational aspirations
Loss of mate or of another child
B. SCHOOL
Education starts from birth and continues until life. It embraces Individual
the ability to be flexible and responsible with the changing folkways and
more. Teachers and students should learn how to adopt themselves to
constant charge and free themselves of rigidity.
The objectives of personal development are the following:
To develop a well-adjust personality
To present personality maladjustment
To help in the readjustment of these who have already
developed personality maladjustment
Sound thinking and effective learning characterized by adequate
practical knowledge of the world are the major aspects that sustain the
mental health of both the child and adult. The assist the child with his
mental health problems just as it endeavors to keep the child well-
informed. The school curriculum is from the time being redesigned in
ways that can better promote intellectual development and personality
adjustment.(Gaerlan et al, 2006)
Emotional disturbances may occur in any stage of person’s development
and in any part of the school system. Some have this origin or at least
became more pressing in the secondary school. Physiological bringing
with increased size and strength, sex impulses, responsibilities resulting
from approaching maturity-all are very important instability.
Such emotional conditions are after the cause of maladjustment and in the
growth toward “optional maturity” that is in the ability to direct his
strong basic emotions into channels that lead to the attainment, of ends
that are socially desirable and individual satisfying. (Cardovan, 2004)
 RELATED LITERATURE ABROAD
When thousands of freshmen arrive at college and
Universities, many problem an adjustment confront
them in their new environment. Most students adjust
satisfactorily they find new activities develop new
interest and participate in new activities which serve
as the outlets for their needs. The analysis of
adjustment however is not yet complete. It is not
enough merely to know that a person’s copes with
threats or frustration. Such as variations in the ways
people cope with threat and frustration must be
examined carefully in an attempt to understand them.

Luis Murphy and her colleges used the meaning of the

concept of coping more understandably. The new
situation Murphy referred to were such experience as
going to school or having to deal with the demand as
strange laboratory test.
She also recognized four interfering psychological condition Such as threat,
challenge, frustration and gratification. She emphasized that coping /
adjustment process. Achieving gratifications, eliminating threat,
overcoming frustration or making the most of challenge appropriate of
some sort. (Murphy et al,2005)
Positive adjustment should be learned by an individual to alternatives which
must be attractive as much as possible. One most work in a relaxed non-
threatening environment. As presented by Lewin, adjustment process is
instigated by a deficit mean which procedures disagreeable tension. To
reduce the tension, person must react in some ways thus, action is
usually an attempt to overcome a thwarting object or circumstances. After
various attempts to reduce tension, sooner or later the person is driven to
make a choice. When a person decide to choose a less appealing
substitute, goal is not satisfying original choice. The needs a defense
mechanism to soothe his age.
There is a lot of defense mechanism that can be used. The most common is
“RATIONALIZATION” whereas we give socially acceptable reasons for our
behavior. Another natural reaction to a frustrating situation is to simply
leave the field”. This aspect of reaction is not really a solution. Tension
remains which lead to undesirable behavior. An individual must build up
enough confidence to deal to his own problem. (Lewin,2005).
SYNTHESIS
Home and school are the factors which have
significant effects on the development of an
individual. The home is the basic foundation for the
child’s growth and development the school on the
other hand assist the child with his mental health
and keeps him well-informed. Almost all freshmen
and neophytes in college or University are
confronted with many problems on adjustment.
Conflicts and frustration may causes a person to
develop feeling of tensions and anxieties. In dealing
with these problems an individual must try to adjust
to various situations. Positive adjustment should be
learned.
CHAPTER 3
Methodology
This Chapter presents the research
design subjects of study,
descriptions of instrument used,
data gathering procedures,
validation of questionnaires and
statistical instrument used.
Research Design
This study used the descriptive method of
research. The descriptive type of research
encompasses several steps. It goes
beyond mere gathering and data
tabulation. It involves interpretation of
meaning, implication and significance of
what is being described. Moreover, the
present study aimed to determine the
problems and adjustments of sophomore
nursing students both home and school.
The Sample
The researchers employed thirty (30)
sophomore nursing students who were
enrolled in the college of nursing school year
2009-2010 only one of these nursing
students is male their age ranged 17 to 19
years old. The survey questionnaires
revealed that 27 of them were first born in
the family. They were affiliated in Calamba
Doctor’s College in 2009-2010. Since
sophomores are first timer in the clinical area
which is the foundation are Related Learning
Experience (RLE) the researchers believed
that they have problems and adjustments
pertaining to their studies and affiliation.
Instruments and Data gathering Procedure
A. Questionnaire
Based on the researchers reading on related studies
and issues, gathering instruments was partly based. A
questionnaire was formulated and submitted to a
committee for approval, Permission of the College of
Nursing in order to conduct the study.
The data gathering instruments consist of two specific
ranged of their answer which is represented by parts.
The first part requires some personal information and
questions which require the respondents to choose
the number 1 to 3. The other half of the questionnaire
requires the respondents to choose one appropriate
adjustments they do in specific area.

B. Observation
The researches like wise observe the attitudes and
behavior of the respondents towards their
relationships with their classmates and peers. Most of
the students willingly expressed their emotions
towards their problems.
VALIDATION OF QUESTIONAIRES
The 300 problems in the Masteral Thesis of Peconcillo
Layog (1986) was used in the study. These were
presented to the third year nursing students for pre-
testing . they were asked to underline the problems
which a student encounters. Then they were asked to
encircle the number of problems which they think
affected them most. The researchers then tallied and
classified these into eleven (11) areas. Each was then
trimmed down to five (5) sub problems. The final draft for
the questionnaire about the problems encountered by the
Sophomore Nursing Students was written with the
following options whether the student encounters the
problem always, sometimes, or never. Likewise, the
second set questionnaire was prepared which is about
the adjustments made by the students regarding each
problem are this is in the form of checklist.
STATISTICAL TREATMENT OF
DATA
To give valid interpretation of the data, the following statistics were
employed.
Weighted Mean
This was used to determine the gravity of the problem and area presented.
To interpret data from responses on the problems encountered by the
nursing Students, the following choices were: 1-Always, 2-Sometimes,
and 3-Never. To interpret the results verbally, the following scale and
categories were used.
Ranking
This was used to find out which of the problems of the nursing students
are more likely to be encountered always.
This was also used in ranking the adjustments.
Percentage
This was used as a descriptive measure together with the frequency
distribution to show the relationship between the magnitude of the item
being described and its relation to the whole. The formula is P= x
(100/n) where P stands for percentage value, x the number to be
computed, 100 is a constant number and n is the total number of cases.
Scale Verbal Description
2.51- 3.00 Never
1.51- 2.50 Sometimes
1.00- 1.50 Always
One-Way ANNOVA- This is used to test the null hypothesis.