2017| A Q U A L I T A T I V E S T U D Y

THE ROLE OF RELIGIOSITY IN ACADEMIC SUCCESS OF COLLEGE STUDENTS

A QUALITATIVE STUDY

Margarita G. Tamang
Student Researcher
Isabela State University
San Mariano Campus
NOVEMBER 2017

Abstract

Problem Statement: College students often devote themselves with their studies that they almost

forget to praise and worship the God the Almighty Father. It is important for the college students

to know how religiosity or spirituality is important in gaining high academic performance.

Purpose: The purpose of this study is to explore the experiences, perceptions, and attitudes of

academically successful college students who are also religious regarding the connection between

religiosity and academic success. The study showcase how religion affect the academic

performance of every student. In addition, this study is to impart knowledge on how an individual

learner balance his/her religion and education. In addition, its purpose is to present information

about how religion and education is important.

Method: This study is a qualitative study with a total number of 30 participants/respondents

students of Isabela State University, San Mariano Campus. The researcher used a single piloted

questionnaire, a close ended questionnaire in which the respondents needs to choose any of the

five level agreement. The researcher used likert scale in analyzing the data gathered wherein it

only asked individuals to check their level of agreement as to whether strongly agree, agree, fair,

disagree and strongly agree.

Results: Allotting a balance time in the religion and in education is really helpful to everyone.

Seventy – five percent (70 %) of the respondents believed that religion or faith can give a high

academic performance and achievements to every college students, 20 % believed that religion is

not really helpful in attaining high grades instead they believed that it is up to you who make your

own academic achievements and 10 % of the respondents is uncertain as to whether religion help

them to gain a high grade.

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Conclusions: The researcher therefore conclude that religion plays a very important role to an

individual college student wherein spirituality may give a proper self-direction, purpose and focus

in life. It is essential to blend religion and education together because without education, religion

would not run out successfully.

INTRODUCTION

The college experience is a time of educational, emotional, physical, social, and religious

adjustment and change for every students. For college students who are unreligious, this would be

a great way of adjustment but for college students who are religious, it can be a time of spiritual

exploration and growth, religious self-examination and discovery (McNamara & Nelson, 2005).

Thus, religious beliefs that have gone unquestioned under the guidance of parents may become

challenged in the halls of academia. Whereas, religion is an interest, a belief or an activity that is

very important to a person or a group thus, this belief has the organized system of ceremonies and

rules used in worshipping. According to the study of M. Oyewumi Adebomi1 (2014) regarding

religion as a part of academe, he stated that religious practice promotes the well-being of

individuals, families, and the community. In addition, religious practice leads to an increase in

physical and mental health, longevity, and education attainment. Religion has long been

considered an important force in shaping social life. While the consequences of religion for

morality and social organization have been the subject of much in the historical record, the effects

of religion on personal health and well-being have more recently received considerable attention.

M. Oyewumi Adebomi1 (2014) further discuss that religious practice promotes the well-being of

individuals with or without disabilities, families, and the community as a whole. M. Oyewumi

Adebomi1 (2014) also gives emphasis to his study that academic expectations, the level of

education attained, school attendance, and academic performance are all positively affected by

religious practice. Studies show that the college experience tends to “liberalize” students’ views,

and this liberalization is often related to weaker religious beliefs that can affect a students’

religiosity (Lee, 2000).

Actually, the college years can be trying times in a young person’s life because many

students confronted with challenges to their faith for the first time in their lives, many of them are

facing critical career and family issues but then they never choose to give up in such a way that

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they knew that God is beside them. Moreover, college life may bring a deluge of new choices and

opportunities that are incompatible with the moral environment in which the religious student was

raised, and it will lead students to confusion. But religion may play an important role in the battle

of gaining high academic achievement. However, religion should be detached from the academic

consciousness of the students because when the two rely on one another the student might believe

that his/her religion work on his/her academic status. The idea might instill in the mind of the

student that s/he should devote his/her time in his/her religion for him/her to get and gain a high

grades than working on his/her academe.

As stated by Lanuza, one good thing about religion is that this awaken you to have a strong

faith in God because there is no impossible with him.

College students who often have difficulty adjusting to the rigorous academic demands that

accompany higher learning as well as the social pressures to experience the typical college “party”

atmosphere. It is in this atmosphere of college life that many students fail to succeed academically.

Religiously disengaged teenagers were more likely to cut classes, smoke marijuana, drink alcohol,

participate in sexual activities, play violent oriented action video games, and receive poorer grades

than their religiously devoted counterparts. Furthermore, religiously devoted teenagers were found

to be less rebellious, less moody, more physically fit, more goals oriented and enjoy a greater sense

of overall personal happiness.

However, studies show that college students who maintain high levels of religiosity, that

is, participate in and conform to the religious beliefs and requirements of a particular

denomination, tend to outperform their college peers academically (Jeynes, 2003). In an effort to

understand this phenomenon, this study examines, through qualitative, the experiences, attitudes,

and perceptions of academically successful college students who are also religious concerning the

connection of academic success and religiosity.

I. BACKGROUND OF THE STUDY

Research indicates that religion plays an important role in the lives of every Filipino youth

and that there is an observable and measurable association between the religiosity of a student and

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academic success. Religion has many roles to do, one of this is to educate everyone about God

unending love to his children also its role is to increase academic performance.

Education is important for all citizens and religion is important too. This two has a tight

relationship with one another because an increased religious attendance is correlated with higher

grades. In one study, students who attended religious activities weekly or more frequently were

found to have a higher grade than students who never attended religious activities. More than 75

% of students who become more religious during their college years achieved above-average

college grades. Religiously involved students work harder in school than non-religious students.

Popular opinion holds that the more educated people are, the less religious they are. Many

people say that the more professional you are, the less time you can give to God for worship.

Which is true due to loaded work you wasn’t able to leave your table to give thanks to the Lord

for all the blessings he had given you but it is your choice if you choose your work over God then

go on however you should be ashamed in asking him for guidance.

Moreover, studies have shown that individual and familial religiosity correlate with a

number of positive attributes, such as self - esteem and familial cohesiveness, which directly and

indirectly influence a student’s potential to succeed academically (e.g., Jeynes, 2003; Loury, 1997;

Poston & Turnbull, 2004).

II. THEORETICAL AND CONCEPTUAL FRAMEWORK

Theoretical Framework
Figure 1 illustrates the complexity of the relationships among the variables of interest. The

darker arrows represent the primary directional influence while lighter ones represent a weaker

reciprocal effect. The propositional framework represents the multi-component global variable of

national culture dominated by asymmetrical relationships that are affected by varying degrees of

reciprocity between each of the identified component variables. NRC has been extracted from the

global variable of national culture in order to discuss it as a discrete influencer and is portrayed in

this paper as an independent variable. Here, the primary relationship between NRC (i.e., religious

influence) and entrepreneurial behavior is viewed as one between a property (i.e., a long-lasting

characteristic, non-dependent on circumstance for establishment and resistant to influence, which

is non-synonymous to a disposition), and an act (i.e., a mutable characteristic dependent on

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circumstances), respectively. Thus, it is argued that NRC will affect entrepreneurial activity in a

direct relationship as it is typified in perspectives such as the Protestant work ethic (Weber, 1920,

1958).

National Religious
Consciousness

Entrepreneurial
Activity

National Culture
(including Hofstede’s Gender Roles
Dimension )

Figure 1. The Multifaceted Impact of Religious Influence

Gender in itself is certainly a property; however, gender roles describe the expected and

enacted behaviors (i.e., the disposition or act) assigned to the gender. Therefore, even though

gender is a property and, thus, is not influenced by religion, gender roles are shaped by its

influence. Additionally, most of the known, major religions of both the past and present have been

based on patriarchal control. Thus, the cultural roles of women have historically been subservient

in the majority of cultures. The strength of religion’s influence on gender roles is reinforced by the

acceptance and enactment of these roles. With each acceptance of the religiously inspired roles

prescribed for each gender, the legitimacy of the influence becomes stronger and the roles are

reinforced to the point that reciprocal relationships develop among the component variables.

Another culturally-based issue relevant to this discussion is the way that people tend to

deal with or view their environment. For example, individuals with fervent religiosity who are

close adherents to their chosen religion’s traditional doctrine are viewed as having more external

than internal loci of control, as they are most likely to attribute events in and around their lives to

external, in this case spiritual, causes. Comparatively, religious adherents who attribute the events

in and around their lives to their own choices and not to a deity’s guiding hand or spiritual cause

are viewed as having more of an internal loci of control. Moreover, this locus of control, as an

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aspect of personality, influences an individual’s occupational choice. Thus, an individual with a

more internal locus of control is arguably more likely than one with an external persuasion to select

self-employment via entrepreneurship.

Some of Hofstede’s (1980) cultural factors, specifically the power distance index,

collectivism versus individualism, and uncertainty avoidance, are related to the concept of locus

of control and transform the individual concept to one of cultural acceptance. The society that has

incorporated a spirit of upward mobility, individualism, and selfreliance into its cultural persona

is more likely to engage in entrepreneurial activity than one which embraces status quo,

collectivism, and uncertainty avoidance. Quite similarly, when discussing how individuals deal

with their environments, Trompenaars (1998), in his work with Hampden-Turner, also identifies

the importance of locus of control as outer- or inner-directed. Outer-directed individuals feel that

they have little control over life’s outcomes while inner-directed individuals believe they are in

control of their respective destinies and are more likely to pursue their own personal goals.

Furthermore, religion, as a discrete influencer, is considered to be a primary contributor to

the shaping of societal norms. Reliance upon religious beliefs is not declining. Sherkat and Ellison

assert that in the US, “religious beliefs are remarkably salient” (1999: 365), while Iannaccone

(1998) presents anecdotal evidence of the resurgence of religious beliefs throughout the world with

the majority of growth originating from the more fundamentalist sects of the various religions. In

a lesson taken from Iannaccone (1998), this examination does not address the validity of religious

theology. Instead it seeks to assess the effects of religious influence on national culture, enacted

gender roles and the resultant cultural norms which, in turn, will influence entrepreneurial activity.

Conceptual Framework
Family Cohesiveness
Socioeconomic Success
Self Esteem
High Academic
Goal Oriented Success
Religiosity
Happiness
Ability to cope with stress
Traditional Values

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 The figure indicates that religion has a significant role in the lives of every student most

especially college students. Although a causal relationship has not been established between

religiosity and academic success, the argument that individual and familial religiosity plays an

important role in adolescent academic success is compelling. Research asserts that the

relationship between religiosity and academic success occurs across different ethnic, cultural and

gender groups.

Furthermore, studies indicate that an inverse relationship exists between low levels of

religiosity and other social factors which tend to inhibit academic success. However, these

relationships have not been explored through in-depth oriented inquiry into the perceptions and

attitudes of students themselves. In addition, the figures above clarify that the more religious you

are, the higher the academic achievements you can earn. It also clarifies that the more you are

interested in the religious activities you had, the more the motivated you are in your academic

activities.

III. STATEMENT OF THE PROBLEM

1. Is religion brings a positive effect to the academic achievement and performances

of every students?

2. Is religion brings a negative effect to the academic achievement and performances

of every students?

3. Is religion and education needs to be balance? Does religion need to been allotted

more time than in education? Does education needs more time than in religion?

IV. SIGNIFICANCE/PURPOSES OF THE STUDY

The purpose of this qualitative study is to explore the experiences, perceptions, and

attitudes of academically successful college students who are also religious regarding the

connection between religiosity and academic success. The study showcase how religion affect the

academic performance of every student. In addition, this study is to impart knowledge on how an

individual learner balance his/her religion and education. In addition, its purpose is to present

information about how religion and education is important.

V. DEFINITION OF TERMS

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Religion – an organized belief system of beliefs, ceremonies, and rules used to worship a

god or a group of gods.

Education – a field of study that deals with the methods and problems of teaching.

Academe – a place of instruction.

REVIEW OF RELATED LITERATURE

The purpose of this chapter is to provide a selective review of the literature that relates to

the relationship between religiosity and academic success. Religiosity plays an important role in

the lives of college age students with a majority of such students perceiving themselves as

religious. Eighty percent of teenagers report a personal belief in God and as many as 55 percent

report that they attend religious services weekly (Smith, 2005). Although selected studies show

that students become less “religiously active” during their college (Lee, 2002), they often remain

committed to their religion (Bryant, Choi, & Yasuno, 2003) and actually increase in personal

spiritual conviction (Lee, 2000). The relationship between religiosity and the academic success of

students has been investigated and studied extensively. These studies indicate that religion directly

and indirectly influences a variety of factors which contribute to academic success. Jeynes (2003)

found that religiously committed urban youth performed better on most academic measures than

their less religious counterparts, even when controlling for socio-economic status (SES), race, and

gender. Markstrom (1999) concluded that “school self-esteem,” which was defined as how

students feel about themselves at school, was directly connected with higher grades, and was

associated with more frequent religious attendance, involvement in a youth group, and

involvement in a Bible study group. Johnson (1993) reported that among the most prevalent factors

relating to the academic success of undergraduate students were self-esteem, self-concept, and

individual religiosity. DeBerard, Spielmans, and Julka (2004) maintained that the college students

who presented a stressful transition for students with a multitude of social, academic, and

emotional stressors face regardless of gender, race or socioeconomic status. One strong predictor

of academic success and retention during the college year was found to be the ability to identify

with a successful subgroup of students such as student athletes or student religious groups.

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Moreover, Low and Handal (1995) reported that various religion dimensions, such as prayer,

Sunday worship, Bible reading, and forgiving others of their faults were significant predictors of

various adjustment subscales in college.

In a survey of youth (age 15-20), VanDenBerghe (1994) concluded that the more spiritually

committed the youth, the more committed they were to future goals such as education and

employment. Furthermore, additional studies revealed that religious students graduated from high

school and college at higher rates than their non-religious classmates (Park, 2001). Other studies

have found that individual religiosity is associated with various factors that have also been shown

to indirectly influence academic success. One such study found that religiosity was associated with

intellectual development, creativity, and prosocial development (Thomas & Carver, 1990). Gallup

and Jones (1992) found that an increase in religious practice resulted in an increase of overall

happiness among youth; while Cheng and Furnham (2002) reported that student happiness related

with academic success. They discovered that adolescents reporting higher levels of religious

commitment worked harder and were less idle than those who reported having low levels of

religious commitment. Loury (2004) discovered a relation between church attendance and years

of schooling. Episcopalians, Presbyterians, Methodists, Lutherans, and Catholics averaged more

years of schooling than those who did not report affiliation with a denomination. Loury concluded

that each additional week of church attendance raised schooling by 16 years. In addition, Loury

contended that church attendance increases the likelihood that individuals will complete high

school and the likelihood that they will attend college. Conversely, other studies indicated that

there are attitudes and behaviors connected with decreased individual religiosity that contributed

to low levels of academic success. For example, low levels of individual religiosity have been

shown to correlate with numerous “at risk” behaviors, such as alcohol consumption, illicit drug

use, illegal behaviors, and premarital sexual experiences in high school and college students

(Larson & Larson, 2000; Sun, 2001; King, Vidourek & Davis, 2002). These “at risk” behaviors

were directly correlated with academic under achievement in college students. In a study of church

involvement and crime rates, Pettersson (1991) discovered an inverse relationship between

religion and violent crimes, drug abuse, property crimes, and moral offences in teenagers. Higher

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religiosity correlates with lower rates of criminal and immoral behavior. Dunn (2005) discovered

that high religiosity tends to act as a “protective factor” against high-risk behaviors among

adolescents, such as alcohol consumption and drug abuse. Zaleski and Schiaffino (2000) described

religious identity as a “protective buffer against sexual risk-taking” behavior in college. Good and

Willoughby (2006) found that religiosity (defined as church attendance) was related to more

positive adjustment satisfaction in youth than was spirituality (defined as personal belief in God

or a higher power), and that individual religiosity was associated with lower levels of risk

behaviors. Individual religiosity decreases the likelihood of “at risk” behaviors (Poulson, Eppler,

& Satterwhite, 1998) and therefore directly and indirectly supports academic success.

Therefore, religiosity plays like an armor in the battle field of academic success.

Furthermore, higher attendance in the church helps every students in develop self – esteem and

self – confidence that would be very useful and very helpful in the academic track of every college

students. Bagley, Mallick, and Kanka (1997) concluded that high levels of self-esteem were

associated with religious participation regardless of the denomination with which the student was

affiliated, and high levels of self-esteem directly and positively contributed to high academic

success.

RESEARCH DESIGN AND METHODS

I. SETTING OF THE STUDY

The study was conducted in Isabela State University, San Mariano Campus, Sta. Filomena,

San Mariano, Isabela. ISU, San Mariano is a public institution offering four courses which

includes Bachelor of Secondary Education with two major English and Physical Science, Bachelor

of Science in Hotel and Restaurant Management, Diploma in Agricultural Technology and

Bachelor in Agricultural Technology. The campus is catering an average of more than 500 students

per year. Considered as one of the most stable institution in the province, ISU, San Mariano has

pursued academic excellence in its course offering by continuously raising quality standards,

upgrading facilities, updating curricula, and developing a highly professional and dynamic

teaching force and university staff.

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 II. PARTICIPANTS OF THE STUDY

The participants for this study were selected from the student populations of Isabela State

University, San Mariano Campus. The participants were came from the three departments – ten

respondents from the Bachelor of Secondary Education both from Science and English, another

ten respondents from the Bachelor of Science in Hotel and Restaurant Management and additional

ten from the Bachelor in Agricultural Technology.

Name Department Religious Affiliation GWA

Gomersindo P. Education Born Again 2.14

Michael A. Education Mormon 2.19
Roxanne D. Education Roman Catholic 2.05
Doneth G. Education Born Again 1.84
Gianne Marie N. Education Born Again 1.91
Elmida Faith B. Education Born Again 2.04
Jehnin A. Education Born Again 1.92
Josephine L. Education Born Again 1.88
Erica T. Education Born Again 1.87
Diwata S. Education Mormon 2.00
Warren Grace A. HRM Roman Catholic 2.25
Anjanette R. HRM Jehovah’s Witness 2.50
Margilyn C. HRM Born Again 2.48
Lily Jane L. HRM Roman Catholic 2.34
Anabelle A. HRM Roman Catholic 2.50
Queen N. HRM Church of Christ 2.60
Rechelle M. HRM Mormon 2.50
Jessica O. HRM Born Again 2.50
Ma. Angelica T. HRM Roman Catholic 2.40
Valen Kaye G. HRM Roman Catholic 2.25
Jose Emmanuel M. Agriculture Roman Catholic 2.25
Jordan V. Agriculture Roman Catholic 2.00
James B. Agriculture Roman Catholic 1.81
Charles E. Agriculture Iglesia ni Cristo 2.25
Edmun T. Agriculture Roman Catholic 1.97
John Art G. Agriculture Roman Catholic 2.06
Angelika B. Agriculture Born Again 2.25
Lenie Q. Agriculture Baptist 2.34
Leo M. Agriculture Church of Christ 1.85
Jermel C. Agriculture Roman Catholic 2.12
Table 1: It shows the participant’s basic information stating the course, religion and
general weighted average of the students.

III. MATERIALS

The researcher used a non – random sampling technique which is a convenience sampling

technique. The participants of this research were selected because of their availability and

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accessibility. This sampling technique is often used by researchers who are only given a little time

to conduct a research.

IV. PROCEDURES
The researcher used the questionnaire below in conducting her research. This was the

questionnaire used by the participants in participating in this research.

SA – Strongly Agree (5) D – Disagree (2)

F – Fair (3)
A – Agree (4) SD – Strongly Disagree (1)

RELIGION
Description SA A F D SD
I am attending church regularly.
I am attending church activities regularly.
I have a lot of time in the church than in school.
I am reading the bible every day.
I am only reading my bible because it is needed.
I have developed my self – esteem and self -
confidence by attending various church
activities.
I was able to fight depression and stress by
attending church regularly.
I felt comfort and compassion whenever I
attended the church.

EDUCATION

Description SA A F D SD
I am attending school regularly.
I am attending school activities regularly.
I have a lot of time in school than in church.
I am reading my books and notes every day.
I am only reading my books and notes just to
pass the exam and the course.
I have developed my self – esteem and self -
confidence by attending various contest held in
our school.
I was able to fight depression and stress by
attending activities conducted in our school.
I felt comfort and compassion whenever I am at
the school.

EDUCATION AND RELIGION

Description SA A F D SD
Does the religious activities you have attended
help you increased your academic
achievement?
Does your religion affect your academic
achievement?
Does your academe effect your religion?

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 Have you been tried to sacrifice your academe
for religious purposes.
Have you been tried to sacrifice religious
activities for academic purposes.

V. ANALYSIS
The researcher will use likert scale in analyzing the data gathered because it measures and

check the individuals’ level of agreement with a various statements about an attitude or object just

like the one that the researcher used in this research in which the researcher used strongly agree,

agree, fair, disagree and strongly disagree level.

RESULTS AND DISCUSSION

RELIGION
Description SA A F D SD Total
I am attending church regularly. 14 7 7 2 - 30
I am attending church activities regularly. 6 9 14 1 - 30
I have a lot of time in the church than in school. 2 13 12 2 1 30
I am reading the bible every day. 1 8 19 1 - 30
I am only reading my bible because it is needed. 3 6 8 4 9 30
I have developed my self – esteem and self - 15 8 6 1 - 30
confidence by attending various church
activities.
I was able to fight depression and stress by 15 12 1 1 1 30
attending church regularly.
I felt comfort and compassion whenever I 21 7 1 1 - 30
attended the church.

EDUCATION

Description SA A F D SD Total
I am attending school regularly. 22 7 1 - - 30
I am attending school activities regularly. 13 12 4 - 1 30
I have a lot of time in school than in church. 10 11 7 1 1 30
I am reading my books and notes every day. 1 15 11 2 1 30
I am only reading my books and notes just to 7 14 7 2 - 30
pass the exam and the course.
I have developed my self – esteem and self - 7 14 6 1 2 30
confidence by attending various contest held in
our school.
I was able to fight depression and stress by 5 15 9 - 1 30
attending activities conducted in our school.
I felt comfort and compassion whenever I am at 7 12 8 - 3 30
the school.

EDUCATION AND RELIGION

Description SA A F D SD Total
Does the religious activities you have attended 14 14 2 - - 30
help you increased your academic
achievement?

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Does your religion affect your academic 3 9 8 7 3 30

achievement?
Does your academe effect your religion? 1 8 11 6 4 30
Have you been tried to sacrifice your academe 4 11 10 4 1 30
for religious purposes.
Have you been tried to sacrifice religious - 8 12 6 4 30
activities for academic purposes.
Table 2: It shows the total number of participants who chooses the level of agreement

RELIGION
Description SA (5) A (4) F (3) D (2) SD (1)
I am attending church regularly. 2.33 0.93 0.70 0.13 0
I am attending church activities regularly. 1 1.2 1.4 0.07 0
I have a lot of time in the church than in school. 0.33 1.73 1.2 0.13 0.03
I am reading the bible every day. 0.17 1.07 1.9 0.07 0
I am only reading my bible because it is needed. 0.5 0.8 0.8 0.27 0.3
I have developed my self – esteem and self - 2.5 1.07 0.6 0 0.03
confidence by attending various church
activities.
I was able to fight depression and stress by 2.5 1.6 0.1 0.07 0.03
attending church regularly.
I felt comfort and compassion whenever I 3.5 0.93 0.1 0 0.03
attended the church.
Table 3: Shows the arithmetic mean of the total population

Religion
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8

SA (5) A (4) F (3) D (2) SD (1)

Figure 1: Shows the comparison of the degree level in religion

As it clearly shown in Table 3 and Figure 1 that the first statement down to the second

statement’ most of the participants strongly agreed with it and none of them answered strongly

disagree. In the third to the fifth statements most of them agreed with it while on the sixth down

to the last statements outweighed the other.

EDUCATION

Description SA (5) A (4) F (3) D (2) SD (1)

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 I am attending school regularly. 3.7 0.93 0.1 0 0
I am attending school activities regularly. 2.17 1.6 0.4 0 0.03
I have a lot of time in school than in church. 1.7 1.47 0.7 0.07 0.03
I am reading my books and notes every day. 0.17 2 1.1 0.13 0.03
I am only reading my books and notes just to 1.17 1.86 0.7 0.13 0
pass the exam and the course.
I have developed my self – esteem and self - 1.17 1.86 0.6 0.07 0.07
confidence by attending various contest held in
our school.
I was able to fight depression and stress by 0.83 2 0.9 0 0.03
attending activities conducted in our school.
I felt comfort and compassion whenever I am at 1.17 1.6 0.8 0 0.1
the school.
Table 4: Shows the arithmetic mean of the total population

Education
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8

SA (5) A (4) F (3) D (2) SD (1)

Figure 2: Presents the comparison of the degree level in education

As presented on the table and figure above, the highest number of participants strongly agreed with

the first and second statements. On the other hand, the remaining statements got a highest number of

agreement.

EDUCATION AND RELIGION

Description SA (5) A (4) F (3) D (2) SD (1)

Does the religious activities you have attended 2.33 1.87 0.2 0 0
help you increased your academic achievement?
Does your religion affect your academic 0.5 1.2 0.8 0.47 0.1
achievement?
Does your academe effect your religion? 0.17 1.07 1.1 0.4 0.13
Have you been tried to sacrifice your academe 0.67 1.47 1 0.27 0.03
for religious purposes.
Have you been tried to sacrifice religious 0 1.07 1.2 0.4 0.13
activities for academic purposes.
Table 5: Shows the arithmetic mean of the total population

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Education & Religion

2.5
Axis Title 2
1.5
1
0.5
0
SA (5) A (4) F (3) D (2) SD (1)
Axis Title

Series1 Series2 Series3 Series4 Series5

Figure 3: It shows the comparison of the mean of the degree level

As the data presented in the table 5 and figure 3, the first question got the highest
number of participants who says to be strongly agree while the four remaining statements
or questions go the highest number of agreement to the participants.

1. Is religion brings a positive effect to the academic achievement and performances

of every students?

As shown on the data gathered by the researcher, most of the participants

are active in the church activities which they believed that church activities help

them in boasting their self. They also believed that church related activities help

them free from stress and depression. Being devoted to your religion helps you

increase your academic performance and it will provide student’s sense of

direction, purpose and focus in life (J.L Wood and A.A Hilton, 2012). In which the

researcher strongly agree because as the researcher herself being strongly devoted

with some church activities help you boast yourself and help you upsurge your

academic performance.

2. Is religion brings a negative effect to the academic achievement and performances

of every students?

As presented on the above table and figure, religion does not have any

negative effect to the academic achievements and performances of every students

instead it helps to have a high academic achievements and performances. As stated

by Wood and Hilton, 2012, spirituality does provide insight on how spirituality may

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 serve as an academic success factor for some students. This only means that religion

plays an important role to student’s academic success.

3. Is religion and education needs to be balance? Does religion need to been allotted

more time than in education? Does education needs more time than in religion?

As what the researcher noticed, most of the participants agreed that religion

is not a burden to their education and education as well to religion. In this sense,

everyone should allot a balance time in their education and their religion because if

you are being unfair in allotting time with the two then they will be both affected

in some matter. As what Richard Elms (2007) said a belief in religion and an

individual relationship with God functions as a support to students pursuing high

academic success. This perceived support also functions to sustain students during

personal challenges and trials in college.

Allotting a balance time in the religion and in education is really helpful to

everyone. Seventy – five percent (70 %) of the respondents believed that religion or faith

can give a high academic performance and achievements to every college students, 20 %

believed that religion is not really helpful in attaining high grades instead they believed

that it is up to you who make your own academic achievements and 10 % of the respondents

is uncertain as to whether religion help them to gain a high grade.

CONCLUSION AND RECOMMENDATION

The researcher therefore conclude that religion plays a very important role to an

individual college student wherein spirituality may give a proper self-direction, purpose

and focus in life (J.Wood, 2012). Based from the studies of Herndon (2012), he articulated

3 primary ways that students described spirituality as a support for persistence. First, he

noted that spirituality served as a resilience factor. Herndon stated that religious activities

(e.g., prayer, attending religious services, and reading scripture) provided a method for

coping with stress resulting from academic and social barriers. Second, spirituality was

identified as providing students with a ‘‘sense of purpose, direction, and focus in life.’’34

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2017 | A Q U A L I T A T I V E S T U D Y

In particular, students’ development of a sense of purpose was connected to their academic

paths and major selections, thus serving as a motivational factor for goal internalization.

Third, religious institutions with which students’ affiliated provided them with support to

persist in college via personal encouragement. Based from that study the researcher found

out for conclusions, 1. Parental expectation, religion’s expectation, and the perceived

expectation from God promote academic success to college students; 2. Adherence to strict

moral conduct codes or behaviors promoted by religion, fosters an environment where

increased focus and attention to academic studies can thrive; less attention is paid to

academic inhibitors or distracters which have been shown to decrease academic success;

3. A belief in religion and an individual relationship with God functions as a support to

students pursuing high academic success. This perceived support also functions to sustain

students during personal challenges and trials in college; 4. Religion can give meaning and

purpose to life allowing students to see the big picture and to put in perspective reasons

behind the “whys.” That is, there is a higher purpose for doing well academically, and that

life and school have purpose and meaning beyond the moment. These conclusions were

found to be consistent across gender with no obvious differences between the male and

female participants. Thus based from that conclusions alone, you can see how religion or

spirituality is important in achieving high academic performance. “You” should know that

it is essential to blend religion and education together because without education, religion

would not run out successfully.

Therefore, the researcher recommend “you” to become more committed and

devoted with your religion because it will help you to increase your academic performances

thus, the activities held in the church help “you” to show off your hidden skills and talent.

So, “you” starting from now you better begin to devote and commit yourself to the Lord

because there is no impossible with him just him everything.

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 REFERENCES
WEBSITES
Elms, R.T. (2007) The role of religiosity in academic success: a qualitative study.
http://www.washingtonstateuniveristy.role20ofreligiosity2inacdemicperformance
Sharf, R.H (2000). The rhetoric experiences and the study of religion.
http://www.imprint_academics.com/jcs
Wood, J.L. and Hilton, A.A. (2012). Spirituality and academic success.
http://www.religion_education.edu/spiritualityandacademicsuccessperceptionsacdemicperforman
ce
BOOK
Garcia, C. D. (2003). Fundamentals of research and research designing. Manila: Katha
Publishing
Suatengco, R.T.(2015). A reviewer for the licensure examination for teachers: Language
and literature research. Manila: Philippine Normal University

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