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thesis blue print

thesis blue print

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Published by raiza loise

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Published by: raiza loise on Sep 09, 2008
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05/22/2013

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CHAPTER:
I. The Problem and Its BackgroundIntroductionStatement of the ProblemHypothesisSignificance of the StudyScope and LimitationII. Review of Related LiteratureForeign StudiesLocal LiteratureLocal StudiesTheoretical Framework Conceptual Framework Research ParadigmDefinition of TermsIII. Methods of Research and ProcedureResearch DesignLocale and Population of the StudyDescription of the RespondentsSampling DesignData Gathering ProceduresInstrumentation and Try Out PhaseStatistical Treatment of DataIV. Presentation, Analysis and Interpretation of DataPercentage, Distribution, Tables and InterpretationV. Summary, Conclusions and RecommendationsSummary of FindingsConclusionsRecommendationsBibliographyAppendicesCurriculum Vitae
 
CHAPTER IThe Problem and Its BackgroundIntroduction
Academic factors have been included in conceptual models explaining college studentattrition. Bean and Metzner (1985) describe academic factors as students’ primaryinvolvement with the academic process at the college. Study hours, study skills, academicadvising, absenteeism, major and job certainty and course availability are identified asacademic factors (Metzner and Bean, 1987). The use of college services and interactionwith college faculty, students, and personnel are included in this definition.It is essential that nurse educators go beyond a superficial skimming of academic factorsto a critical appraisal of how each one can influence retention and student success. An in-depth exploration of each academic factor may reveal several aspects or dimensions thatcan potentially affect students differently.Excellent time management skills, organizing, and planning are reported as better  predictors of academic success than is total number of study hours (Ransdell, 2001 a;Strage et al., 2002). Additionally, use of varied study skills as been associated with better academic outcomes (Napoli & Wortman, 1998), which in turn positively influenceretention. Effort expended on planning and study activities yields better academicoutcomes (Flowers, 2002).
Statement of the Problem
This study aimed to determine “Academic Factors Affecting the RLE Performance of theSelected 4
th
Year Nursing Students in Our Lady of Fatima University”.Specifically it aims to answers the ff questions:1.What is the demographic profile of the respondents in terms of the ff?a.Nameb.Gende
 
2.What are the academic factors that can affect their related learning experience of the 4
th
year nursing students?3.What are the students personal study skills before performing their clinical duties?4.What are type of personal study skill do they use in terms of the ff:a.Reading skills b.Writing skillsc.Note-takingd.Preparing paperse.Reading notesf.Listening in class5.How do they manage/ organize their personal study hours together with their clinical duty in hospitals?6.How do the students manage their time between class schedule and duty in ahospital?7.Does the students’ attendance are maintained during their duty schedule?8.What are the reasons if they haven’t complete their attendance, if there is any?9.Does the students’ class schedule affect their clinical performance?10.What are the general academic services they used in their duties in term of:a.Library b.Counselingc.Computer laboratory
Hypothesis:Null Hypothesis:
There is no significant effect of the academic factors in the RLE performance of the selected 4
th
year nursing students in Our Lady of Fatima University.
Alternative Hypothesis:
There is a significant effect of the academic factors in the RLE performance of theselected 4
th
year nursing students in Our Lady of Fatima University.
Significance of the Study
The objective of this study was to determine academic factors such as hospital performance, strategic studying, personal study skills, attendance, and class schedule and

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