CHAPTER 1

INTRODUCTION

Background of the Study

Health and wellness are not synonymous. Health as defined by the

World Health Organization (2017), it is a state of complete physical, mental

and social well-being and not merely the absence of disease, but wellness is

an overall balance of your physical, social, spiritual, emotional, intellectual,

environmental, and occupational well-being. Wellness is a lifestyle and is not

an end to be achieved. Wellness is the striving for balance throughout one’s

life. On the other hand, the desire for health would be when a person wants to

lose weight and lower blood pressure. Once done, he is considered healthy.

Health is a goal one can achieve, while wellness is a dynamic concept that

continues for a lifetime. (Smith, 2013)

For college students, the choice is theirs to make; free to eat what

they want, and when they want. Busy academic and social schedules can take

priority over a proper diet and regular exercise. Class and work schedules vary

from day to day and change every semester (CSSR, 2015). Lifestyle changes

and peer pressure may lead to an increase in stress, triggering overeating that

results in weight gain (CSSR, 2015). However, in order for students to enjoy a

quality life, good health habits must be achieved because basic health

determines what a person can do and what they can’t do (Hanaa and Nedaa,

2015).

Wellness is an active process of becoming aware of and making

 2

choices toward a healthy and fulfilling life. It is more than being free from

illness; it is a dynamic process of change and growth. Wellness matters

because everything we do and every emotion we feel relates to our well-being.

In turn, our well-being directly affects our actions and emotions. It’s an ongoing

circle. One can reach an optimal level of wellness by understanding how to

maintain and optimize each of the its dimensions. (UCDavis, 2017)

Each dimension is equally vital in the pursuit of optimum health.

Intellectual wellness encourages creative, stimulating mental activities.

Spiritual wellness promotes seeking meaning and purpose in one’s life.

Emotional wellness encourages individuals to be positive and enthusiastic

about oneself and their life and to have healthy relationships with others.

Environmental wellness promotes harmony between one’s life and the earth

and encourages the individual to minimize harm to the environment.

For students, it is important, therefore, to be balanced in every

dimension of wellness in order to be physically, mentally and socially healthy

for healthy learning. Keeping fit and healthy will help them study well. In the

long term it will increase their chances of living longer and help them avoid a

range of diseases and health problems.

In promoting a healthy lifestyle and overall wellness of mind and

body, physical therapy plays its role in society in prevention, wellness, fitness,

health promotion, and management of disease and disability by serving as a

dynamic bridge between health and health services delivery for individuals and

the population (American Physical Therapy Association, 2015).

 3

Given the stated facts and discoveries on wellness and its

dimensions, the researchers conducted a study that delves into wellness and

its relationship with the academic performance of fourth year Physical Therapy

students of Riverside College.

Statement of the Problem

This study intended find out if there was a relationship between academic

performance and self-reported wellness of the Fourth Year Physical Therapy

(PT) students for School Year 2017-2018 at Riverside College.

Specific Objectives

This study specifically aimed:

1. To determine the self-reported wellness scores of 4 th year PT students of

SY 2017-2018

2. To determine the academic performance of 4 th year PT students of SY

2017-2018 during the 1st semester.

3. To determine if there is a correlation between wellness and each

professional education subject of 4th year PT students of SY 2017-1018

during the 1st semester, namely:

a. Clinical Education 1 (CLINED1)

b. Human Growth and Development (HGD)

c. Medical-Surgical 1 (MS1)

d. Medical-Surgical 2 (MS2)

e. Physical Therapy 4 (PT4)

f. Seminar 1 (SEM1)
 4

g. Therapeutic Exercises 2 (THERA2)

4. To determine if there is a correlation between wellness and the weighted

grade average of all professional education subjects of 4 th year PT

students of SY 2017-1018 during the 1st semester.

Hypotheses

1. There is no correlation between wellness and each professional education

subject of 4th year PT students of SY 2017-1018 during the 1 st semester.

2. There is no correlation between wellness and weighted grade average of

all professional education subjects of 4 th year PT students of SY 2017-

1018 during the 1st semester.

Theoretical Framework
ACADEMIC PERFORMANCE:

CLINED1
HGD
MS1
WELLNESS MS2
PT4
SEM1
THERA2

Figure 1. Schematic Diagram to show the Relationship between Variables

The wellness models used in the study were the model of the National

Wellness Institute (Hettler, 1977) and the wellness strengths-based model of

Stress Management: A Wellness Approach (Tummers, 2013). A synthesis of the

models defines wellness as a state of totality of a person’s life as mind, body,

and spirit interact with the environmental contexts. Common dimensions across
 5

the models are social, occupational (which could be considered school work for

children), spiritual, physical, intellectual, emotional, and environmental contexts.

Scope & Limitation

This study aimed to learn if there is a correlation between academic

performance and the self-reported wellness of the Fourth Year Physical Therapy

(PT) students of School Year 2017-2018 at Riverside College. This study,

therefore, was conducted only at Riverside College in which several 4th year

Physical Therapy students were the respondents. Researchers conducted this

research in 2 months. All opinionated answers given by the respondents were

withheld, thus the accuracy was questionable. This study didn’t involve students

in the other year levels and departments of the school. Determining the relation

of wellness dimensions of the respondents with their academic status was the

only goal of this study.

Significance of the Study

Data produced from this study will be used to examine the relationship

between wellness and academic performance of the Fourth year PT students. It

will also contribute awareness of the relation of both factors and promote optimal

academic function in school. Therefore, this study will be beneficial to the

following persons and entities:

Faculty of Riverside College

The results of this study will be an aid to the faculty in determining if the

Fourth year students’ academic performance is related to wellness and such will

serve as a basis for further health-related or academic-related recommendations

 6

for the students concerned. Moreover, this study will also be a basis for teachers

in a wellness awareness or enhancement program.

Students of Riverside College

Results of this study will serve as an awareness model for students,

especially PT students. Having knowledge of their wellness may invoke students

to either perform preventive or curative acts for wellness, as it may be related to

the overall student performance.

Future Researchers

The results of this study will serve as a basis for future researches and

further enhancement of similar studies to be conducted by scientific researchers.

Definition of Terms

1. Academic Performance - is the extent of which a student, teacher, or

institution has achieved in the short or long-term concerning educational

goals. In this study, it is measured by the weighted average of

professional education subjects and is one of the variables in the study.

2. Health – is the condition of being sound in body, mind and spirit. In this

study, it is the condition of the body and degree to which it is free from

illnesses.

3. Lifestyle – is the way of living of individuals, families and societies, which

they manifest in coping with their physical, psychological, social, and

economic environments on day-to-day basis. In the study, it refers to the

BSPT students’ daily habits or patterns.

 7

4. Wellness – is an active process of becoming aware of and making choices

towards a healthy and fulfilling life. In this study, it is the state of complete

physical, mental, and social well-being, not merely the absence of disease

or infirmity, and is needed by a student in order to do well academically.

5. Weighted average - is a method of computing a kind of arithmetic mean of

a set of numbers in which some elements of the set carry more

importance (weight) than others. In the study, this is used to measure the

academic performance of the respondents.

 8

CHAPTER 2

REVIEW OF RELATED LITERATURE

FOREIGN STUDIES

Relationship of Physical Health Status and Health Practices

According to Breslow, L. and Belloc, L (2014), good practices are shown

to be associated with positive health, and the relationship of these activities was

cumulative; those who followed all of the good practices being in better health,

even though older, than those who failed to do so. This association was found to

be independent of age, sex, and economic status.

Health and Academic Achievement: Cumulative Effects of Health Assets on

Standardized Test Scores among Urban Youth in the United States

According to Ickovics, JR, et al., (2014) the Institute of Medicine

concluded that we must ‘‘strengthen schools as the heart of health.’’ To intervene

for better outcomes in both health and academic achievement, identifying factors

that impact children is essential. Study objectives were documenting associations

between health assets and academic achievement and examining cumulative

effects of these assets on academic achievement. Schools that utilize non-

traditional instructional strategies to improve student health may also improve

academic achievement, closing equity gaps in both health and academic

achievement.
 9

Spirituality and Health of College Students

According to Nelms, L., Hutchins, E., Hutchins, D., and Pursley, R. (2006),

significant relationships between self-reported levels of spirituality and the health

of college students were indicated in the study. Therefore, they have concluded

that college students who integrate a spiritual component while processing

decisions experienced a better health outcome.

Using Emotional and Social Factors to Predict Students Success

According to Pritchard, M. and Wilson, G. (2003), the results from their

study indicate that there is no single factor or set of factors (demographics,

academics, social or emotional) that predict a student’s success. Rather, there

are a multitude of factors that influence the way a student adjusts in college.

Given the number of social and emotional factors relating to GPA and retention,

institutions might benefit by addressing some of these problems with their

student population. Intervention strategies that are based on such specific

variables and programs should be offered to address these concerns.

The Association between School-Based Physical Activity, Including

Physical Education, and Academic Performance

In the study of Rasberry, C, Lee, et al., (2011), results suggest physical

activity is either positively related to academic performance or that there is no

demonstrated relationship between physical activity and academic performance.

Results have important implications for both policy and schools.

 10

LOCAL STUDIES

Thinking Styles and Academic Achievement among Filipino Students

According to Bernardo, A., Zhang, L., & Callueng, Carmelo., (2010),

correlational analysis between thinking styles and grade point average showed

that thinking styles are related to academic achievement. The results are

explained with respect to the concepts and practices of Philippine culture and

schools and discussed in relation to the developmental assumptions of the theory

of mental self-government.

Gratitude and Life Satisfaction among Filipino Adolescents: The Mediating

Role of Meaning in Life

According to a study conducted by Datu, J.A., & Mateo, N.J., (2015), both

gratitude and presence of meaning in life were positively associated with life

satisfaction. Filipino College Students in a private sectarian university completed

the Gratitude Questionnaire, Meaning in Life Questionnaire, and Satisfaction with

Life Scale. They concluded that both gratitude and presence of meaning in life

were positively associated with life satisfaction.

Studying for the sake of others: The role of social goals on Academic

Engagement

According to King R., Mclnerney, D., & Watkins, D., (2012), much of the

research on achievement goal theory has focused on the roles of mastery and

performance goals in academic engagement, thus the role of other goals such as
 11

social goals has mostly been neglected. They concluded that certain kinds of

social goals are also important predictors of academic engagement.

Motivational Antecedents of Academic Emotions in Filipino College

Students

According to Ouano, J., (2011), the control-value theory of academic

emotions by Pekrun (2006) contends that students' emotional experiences in

achievement-related situations have sources from the appraisals students make

about the importance and value of academic tasks they engage in. He concluded

that intrinsic motivation had a positive predictive utility on positive emotions but

negatively associated with any negative types of emotions. Extrinsic motivation

positively predicted negative emotions. The predictive utility of the specific

dimensions of intrinsic and extrinsic motivation on academic emotions were also

analyzed, and results supported most of the hypotheses.

Relationship between Psychological and Biological Factors and Physical

Activity and Exercise Behavior in Filipino Students

According to Polman, Pieter, Bercades and Ntoumanis (2004), general self-

motivation together with body weight and percentage body fat were found to be

the best predictors of exercise behavior, whereas the tension or pressure sub-

scale of the Intrinsic Motivation Inventory (IMI) was the best predictor of levels of

physical activity. Significant gender differences were observed, males body

weight and BMI, predicted exercise behavior while tension and pressure

predicted physical activity levels for the females. There is no inverse relationship
 12

found between body composition measures and exercise and physical activity

behavior. They support the notion that the psycho-biological approach might be

particularly relevant for high intensity exercise situations but also highlights some

important gender differences and emphasize the need for more cross-cultural

research.

SYNTHESIS

Wellness is an active process of becoming aware and making choices

towards a fulfilling life. It is a state of complete physical, social and mental

wellbeing, and not merely the absence of disease or infirmity. Good practices

result in better health (Breslow, L and Belloc, L., 2014). Some stated that

students who integrate decision making and spirituality have better health

outcomes (Nelms, L., Hutchins, E., Hutchins, D., and Pursley, R. (2006). It was

then supported by a study which states that gratitude and presence of meaning

in life were positively associated with life satisfaction in adolescents (Datu and

Mateo, 2015). Followed by the conclusion of Ouano, J., (2011) in which he stated

emotions of students affect the academic performance. In addition, some stated

that thinking styles are related to academic achievement (Bernardo, A., Zhang,

L., & Callueng, Carmelo, (2010). Social goals such as affiliation, approval,

concern, responsibility and status goals predict academic engagement of the

students (King R., Mclnerney, D., & Watkins, D., 2012). Meanwhile a study stated

that there is a complex relationship between health and academic achievements

(Ickovics JR, Carroll-Scott A, Peters SM, Schwartz M, Gilstad-Hayden K,

McCaslin C., 2014). Another study revealed that there is no certain factor that
 13

predicts a success of a student (Pritchard, M. E., & Wilson, G. S. 2003). Then, it

was concluded by a study by stating that physical health implies either good or

bad effect on academics. (Rasberry, C. N., Lee, S. M., Robin, L., Laris, B.,

Russell, L. A., Coyle, K. K., & Nihiser, A. J. (2011).

 14

CHAPTER 3

METHODOLOGY

Research Design

In this study, correlational research design was used under the

quantitative approach to determine the extent of the relationship of wellness to

the academic success of the 4 th year students using statistical data. It was

administered only once. The questionnaires were assessed afterwards for

interpretation.

Respondents/Subjects of the Study

The regular fourth year level Physical Therapy students at Riverside

College for School Year 2017- 2018 were the respondents of this study

Sampling Technique

For the sampling technique, the researchers used simple random

sampling. This sampling technique gave every member in the population an

equal and independent chance of being selected in the sample without bias. The

sample proportion of the regular Fourth Year PT students at Riverside College

was taken from the total population using the Slovin’s formula and was calculated

to be 87 respondents.

Data Gathering Instrument

The study utilized a researcher-made questionnaire and was formulated

with the use of textbooks, journals, and the internet and was divided into two

parts. The first part was composed of the different dimensions of wellness such
 15

as physical, emotional, intellectual, social, spiritual, environmental and

occupational. The second part was about the academic performance requesting

the students’ grades of the 1st semester.

Validity/Reliability of the Instrument

The content validity of the questionnaire was checked using the criteria set

forth by Good and Scates. The questionnaire was presented to three jurors which

consist of a grammarian, a statistician and a Physical Therapist who were

considered experts in their own field of specialization as well as in the topic under

investigation. The mean score of the three jurors was 4.74 which was interpreted

as Excellent.

Data Gathering Procedure

In gathering data, the researchers sent a letter to the program manager of

the PT department in Riverside College and asked for the list of students, and a

letter of approval to the dean. The researchers then used a randomizer to choose

the respondents from the list. Each of the respondents were given the

questionnaire along with the consent form. An explanation regarding the purpose

of the study and the manner of answering the questionnaire was explained

clearly to the respondents before they were allowed to fill-up the instrument.

Statistical Analyses of Data

The following were the statistical tools applied in our objectives:

1. To determine the self-reported wellness scores of the respondents,

weighted mean was used and frequency count.

2. To determine the academic performance of the 4th year PT students of

 16

SY 2017-2018 during the first semester, frequency count was determined.

3. To determine if there was a correlation between wellness and each

professional education subjects, Pearson's Correlation Coefficient was

used.

4. To find out if there was a correlation between self-reported wellness and

the weighted grade average of all professional education subjects of 4 th

year PT students for School Year 2017-2018 during first semester,

Pearson Correlation Coefficient was utilized.

 17

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents findings of the study with the use of statistical tools

in the treatment of descriptive and inferential data. The data gathered are

presented clearly to determine the results of the study.

Wellness
70
60
50
# of respondents

40
# of respondents
30
20
10
0
very low low fair high very high
Wellness of the respondents

Figure 1. self-reported wellness scores of the PT students

Figure 1 shows the self-reported wellness scores of 4 th year PT students.

Out of 87 respondents, 8 respondents had very high wellness scores, 61 had

high wellness scores, 17 had fair wellness scores, and only 1 had a low wellness

score.

It is supported by the study conducted by Breslow, L. and Belloc, L

(2014) Good practices are shown to be associated with positive health, and the

relationship of these activities was cumulative; those who followed all of the good
 18

practices being in better health, even though older, than those who failed to do

so.

Academic Performance
60
40
# of respondents

20
0
# of respondents
68 76 8 4 92 10
0
6 1- 6 9- 7 7- 8 5- 3-
9
igh
r yh
ow ve
r yl lo
w
fa
ir
hi
gh
ve

Academic Performance of the respondents

Figure 2. First semester academic performance of 4 th year PT students of SY

2017-2018

Figure 2 shows the academic performance of the 87 respondents during the

first semester of SY 2017-2018 based on the weighted average of their

professional education subjects. Six had very high academic performance, 58

had high academic performance, and 33 had fair academic performance.

It is further supported by the study entitled “ Motivational Antecedents of

Academic Emotions in Filipino College Students” conducted by Ouano, J.,

(2011). The present study looked into Filipino students' structure of academic

emotions, as well as intrinsic and extrinsic motivation as antecedents of

academic emotions, upon the assumption that students' motivations are shaped
 19

by their appraisals of importance and value of schooling. He concluded that

intrinsic motivation had a positive predictive utility on positive emotions but

negatively associated with any negative types of emotions.

Another study supports this one conducted by group of King R., Mclnerney,

D., & Watkins, D., (2012). The research on achievement goal theory has focused

on the roles of mastery and performance goals in academic engagement, The

aim of this research was to investigate the effects of different kinds of social

goals (affiliation, approval, concern, responsibility and status goals) on different

facets of academic engagement. They concluded that certain kinds of social

goals are also important predictors of academic engagement.

To intervene for better outcomes in both health and academic

achievement, identifying factors that impact children is essential. Study

objectives were documenting associations between health assets and academic

achievement, and examining cumulative effects of these assets on academic

achievement. As stated from a Study entitled “Health and Academic

Achievement: Cumulative Effects of Health Assets on Standardized Test Scores

among Urban Youth in the United States” Conducted by Ickovics JR et al. (2014)
 20

Table 1. Correlation between wellness and each professional education subject

Variable Mean Pearson’s r p-value Interpretation

CLINED1 87.58 .116 .283 Not significant
HGD 89.60 .112 .303 Not significant
MS1 87.30 .060 .579 Not significant
MS2 82.98 .103 .341 Not significant
PT4 88.29 .057 .600 Not significant
SEM1 83.81 .119 .272 Not significant
THERA2 85.01 .282 .008 Significant
This table shows the mean scores of the professional education subjects

along with the corresponding Pearson’s r and p-values.

Between CLINED1 and wellness, the mean value is 87.58 with a

pearson’s r value of 0.116 meaning there is slight correlation, the p-value is

0.283 meaning it is not significant. The null hypothesis is accepted.

Between HGD and wellness, the mean value is 89.60 with a pearson’s r

value of 0.112 meaning there is slight correlation, the p-value is 0.303 meaning it

is not significant. The null hypothesis is accepted.

Between MS1 and wellness, the mean value is 87.30 with a pearson’s r

value of 0.060 meaning there is slight correlation, the p-value is 0.579 meaning it

is not significant. The null hypothesis is accepted.

Between MS2 and wellness, the mean value is 82.98 with a pearson’s r

value of 0.103 meaning there is slight correlation, the p-value is 0.341 meaning it

is not significant. The null hypothesis is accepted.

 21

Between PT4 and wellness, the mean value is 88.29 with a pearson’s r

value of 0.057 meaning there is slight correlation, the p-value is 0.600 meaning it

is not significant. The null hypothesis is accepted.

Between SEM1 and wellness, the mean value is 83.81 with a pearson’s r

value of 0.119 meaning there is slight correlation, the p-value is 0.272 meaning it

is not significant. The null hypothesis is accepted.

Between THERA2 and wellness, the mean value is 85.01 with a pearson’s

r value of 0.282 meaning there is low correlation, the p-value is 0.008 meaning it

is significant. The null hypothesis is rejected.

This is supported by a study conducted by to Rasberry, C, Lee, S., Robin,

L.,Laris, B.A., Russel, L, Coyle,K and Nishier A. (2011) ) Results suggest

physical activity is either positively related to academic performance or that there

is no a demonstrated relationship between physical activity and academic

performance.

Table 2. Correlation between wellness and the weighted grade average of all

professional education subjects

Variables Mean Pearson’s r p-value Interpretation

 22

Wellness
and 3.67
Weighted Average of .177 .102 Not significant
Professional education 86.39
subjects

The p value obtained is 0.102 which also means that the data gathered is not

significant. Thus, this determines that there is no correlation between wellness

and weighted average of all professional education subjects of the students.

The obtained results are further supported by the study entitled “Health

and Academic Achievement: Cumulative Effects of Health Assets on

Standardized Test Scores among Urban Youth in the United States” conducted

by Ickovics JR et al. (2014) Study objectives were documenting associations

between health assets and academic achievement, and examining cumulative

effects of these assets on academic achievement. Schools that utilize non-

traditional instructional strategies to improve student health may also improve

academic achievement, closing equity gaps in both health and academic

achievement.
 23

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

SUMMARY

The researchers conducted this study to determine the relationship

between the self-reported wellness and the academic performance of the 4th

year PT students during the first semester of SY 2017-2018.

Eighty-seven students from the department of Physical Therapy in

Riverside College were involved. A researcher-made questionnaire was the

instrument used to collect data from the respondents. They were then submitted

for validation to 3 different jurors. After the questionnaire was proven valid, the

researchers tested the reliability through their chosen pilot respondents. Data

gathering was conducted once the questionnaires were proven reliable. When all

the necessary steps were taken to obtain all the data needed by the researchers,

they had interpreted the results and revealed them through chart presentation.

The wellness scores were categorized from low to very high. Majority of

the respondents got high wellness scores. The academic performance of the 4 th

year PT students was also divided into ranges in which most of the students

belonged to the range of 85-92. For the correlation of wellness and each

professional education subject, CLINED1, HGD, MS1, MS2, PT4 and SEM1 had

no significant relationship with the wellness, thus the null hypothesis was

accepted, THERA2 and wellness had significant relationship, in which the null

hypothesis was rejected. The findings in the relationship between wellness and
 24

the academic performance of BSPT IV students were interpreted as not

significant. Therefore, the null hypothesis was accepted.

CONCLUSION

Based on the findings of the study, the following conclusions were drawn:

1. Based on the results of the questionnaire, the 4 th year BSPT students

reportedly have high wellness scores.

2. There is no correlation between wellness and the following subjects:

a. Clinical Education 1 (CLINED1)

b. Human Growth and Development (HGD)

c. Medical-Surgical 1 (MS1)

d. Medical-Surgical 2 (MS2)

e. Physical Therapy 4 (PT4)

f. Seminar 1 (SEM1)

3. There is a correlation between wellness and Therapeutic Exercises 2

(THERA2)

4. There is no correlation between wellness and the weighted grade

average of all professional education subjects of 4 th year PT students

of SY 2017-1018 during the 1st semester. The null hypothesis is

accepted.

RECOMMENDATIONS

The researchers of this study would like to recommend the following for the

future researchers:
 25

1. Further studies should be conducted to all courses and all year levels in order

to compare the effects of wellness to academic performance.

2. The researchers should categorize the male and female to have a detailed

comparison between the two.

3. They should try to conduct the study not only in this constitution but also other

schools in order to differentiate the wellness and academic performance to

other universities and colleges.

 26

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Tummers, N. (2013). Stress Management: A Wellness Approach. United States

of America: Human Kinetics.

University of California, Davis. (2017). What is Wellness? Retrieved from

UCDAVIS: https://shcs.ucdavis.edu/wellness/what-is-wellness

University of California, Riverside. (2014, July 7). Retrieved from

https://wellness.ucr.edu/seven_dimensions.html
 29

APPENDIX A

Reliability of the questionnaire

Mean Odd Even

1.88 1.88 2.87
2.87 1.93 2.00
1.93 2.47 2.47
2.00 2.87 3.20
2.47 4.27 4.47
2.47 3.60 4.13
2.87 4.20 3.80
3.20 4.07 3.53
4.27 2.73 3.87
4.47 3.67 3.73
3.60 3.27 2.53
4.13 3.93 3.80
4.20 3.40 4.13
3.80 4.07 4.27
4.07 4.13 4.33
3.53
2.73 Reliability of the whole
3.87
3.67 Pearson's r = 0.77996
6
3.73
3.27 Reliability of the half
2.53
3.93 Spearman Brown Formula
3.80
3.40 r= 0.88
4.13
4.07
4.27
4.13
4.33
 30

Appendix B

Validity of the questionnaire

ITEMS JUROR1 JUROR 2 JUROR 3 MEAN

MRS. MR. RAMON MR. RYAN
MARICAR BINA-ORO LABITORIA
KHO

1 5 4 5 4.67

2 5 5 5 5

3 5 5 5 5

4 5 4 5 4.67

5 5 5 5 5

6 5 4 5 4.67

7 5 5 4 4.67

8 5 5 4 4.67

9 5 4 4 4.33

TOTAL: 4.74
 31

APPENDIX C

STUDENT WELLNESS QUESTIONNAIRE

Name (Optional): __________________________________ Age: ___ Gender (M/F): ___

To the Respondents:

Greetings!
We, the student researchers from BS Physical Therapy 4A, are conducting a study entitled : “Wellness of
Fourth Year Physical Therapy Students of Riverside College in Relation to Academic Performance” for us to comply
with our requirements.
We wish to find out if there is a relationship between academic performance and self-reported wellness of
the Fourth Year Physical Therapy (PT) students for School Year 2017-2018 at Riverside College.
Should you need more information please do not hesitate to ask the researcher present. May the Lord bless
you in your endeavors!
Thank you very much.

The Researchers
Note: Upon answering the questionnaire below the participant is of legal age (18 y.o. and older), has great
understanding of the instructions given, has agreed to take part in the study, and gives voluntary consent in giving the
needed information with honesty and consideration. The participant is able to withdraw any time and the researchers
ensure confidentiality of the data given. Please put a check mark on the box that corresponds to your answer.

LEGEND: 1= Never 2= Rarely 3= Sometimes 4= Often 5= Always

I. WELLNESS 1 2 3 4 5

1. I am flexible and can adapt or adjust to change in a positive way.

2. I participate in vigorous-intensity aerobic activity for 20 minutes

on 3 or more days per week.

3. I feel connected to the world around me.

4. I am confident in social situations.

5. I try to keep abreast of current affairs-local, national, and

international.

6. I see challenges and change as opportunities for growth.

7. I eat a balanced diet (fruits, vegetables, low-moderate fat, whole

grains) to maintain recommended body weight (includes
avoidance of excessive body fat, excessive thinness, or frequent
fluctuations body weight)
8. I feel comfortable and at ease with my spiritual life.

9. I have a network of close friends and/or family.

10. A continuing education program is/will be important to me in my

career.
 32
1 2 3 4 5

11. I respond to temporary setbacks by making the best of the

circumstances and by moving ahead with optimism and energy. I
do not spend time and talent worrying about failures.

12. I am not sexually active. / I practice safe sex. (If you have done it)

13. Prayer, meditation, and/or quiet personal reflection is/are

important in my life.
14. I consciously and continually try to work on behaviors or attitudes
that have caused problems in my interactions with others.
15. I am able to analyse, synthesize, and see more than one side of
an issue.
16. I am happy most of the time and have good self-esteem.

17. I sleep 7 to 8 hours each night.

18. Life is meaningful for me, and I feel a purpose in life.

19. I communicate effectively with others, share my views and listen

to those of others.
20. I search for learning opportunities and stimulating mental
activities and engage in intellectual discussions.
21. I can deal effectively with disappointments and temporary
feelings of sadness, loneliness, and depression. If I am unable to
deal with these feelings, I seek professional help.
22. I get regular physical exams (i.e., annual, when I have atypical
symptoms).
23. I am consistently striving to grow spiritually, and I see that as a
lifelong process.
24. I consider the feelings of others and do not act in hurtful/selfish
ways.
25. I enjoy learning about subjects other than those I am required to
study /in my field of work.
26. I can work out emotional problems without turning to alcohol,
other drugs, or violent behaviour.
27. I avoid excessive alcohol consumption, use of tobacco and other
harmful drugs.
28. I appreciate the natural forces that exist in the universe.
29. I participate in a wide variety of social activities and find
opportunities to form new relationships.
30. I can critically consider the opinions and information presented
by others and provide constructive feedback.
TOTAL:
 33

II. ACADEMIC PERFORMANCE

1. FINAL GRADE in "CLINED1" 6. FINAL GRADE in " SEMINAR1"

o 93-100 o 93-100
o 85-92 o 85-92
o 77-84 o 77-84
o 69-76 o 69-76
o 61-68 o 61-68

2. FINAL GRADE in " HGD" 7. FINAL GRADE in " THERA2"

o 93-100 o 93-100
o 85-92 o 85-92
o 77-84 o 77-84
o 69-76 o 69-76
o 61-68 o 61-68

3. FINAL GRADE in " MS1"

o 93-100
o 85-92
o 77-84
o 69-76
o 61-68

4. FINAL GRADE in " MS2"

o 93-100
o 85-92
o 77-84
o 69-76
o 61-68

5. FINAL GRADE in " PT4"

o 93-100
o 85-92
o 77-84
o 69-76
o 61-68

The following are professional subjects of 1st semester SY 2017-2018. Please

shade your answer.

 34

APPENDIX D

LETTER TO THE PROGRAM MANAGER

 35

APPENDIX E

LETTER TO THE DEAN

January 15, 2018

Dr. Jair Kimri Jingco

Dean, College of Physical Therapy
Riverside College

Dear Mr. Jingco:

Greetings! Research nowadays is very important and is vital for the improvement and
innovation of knowledge amongst students. We, the student researchers from BS
PHYSICAL THERAPY 4A, will be conducting research entitled: “WELLNESS OF
FOURTH YEAR PHYSICAL THERAPY STUDENTS OF RIVERSIDE COLLEGE IN
RELATION TO ACADEMIC PERFORMANCE” for us to comply with our
requirements.

In line with this we would like to request for permission to allow the 4 th year Physical
Therapy students to be our respondents for the collection of data of our study. This will
greatly aid our research and will be a favour that will be forever cherished.

We are looking forward to your affirmative response with regards to this matter. Should
you need more information please do reach us at 0930-593-6862. May the Lord bless you
in your endeavors!

Sincerely yours,

Joanna Marie Amugod

Re-an Escanuela

Larissa Roca

Arvin Renz Savillo

Janeia-An Micaella Tayong Noted by:

STUDENT RESEARCHERS Ms. Joy Octaviano
RESEARCH2 INSTRUCTOR
 36

APPENDIX F

LETTERS TO JURORS
 37

RIVERSIDE COLLEGE
Dr. Pablo O. Torre Sr. St., Bacolod City, Philippines

November 24, 2017

Mr. Ramon Binaoro

Faculty, CAS
Riverside College

Dear Mr. Binaoro:

Greetings! Research nowadays is very important and is vital for the improvement and
innovation of knowledge amongst students. We, the student researchers from BS
PHYSICAL THERAPY 4A, will be conducting research entitled: “WELLNESS OF
FOURTH YEAR PHYSICAL THERAPY STUDENTS OF RIVERSIDE COLLEGE IN
RELATION TO ACADEMIC PERFORMANCE” for us to comply with our
requirements.

In line with this we would like to request your good service to kindly validate our
research tool for the collection of date of our study. This will greatly aid our research and
will be a favour that will be forever cherished.

We are looking forward to your affirmative response with regards to this matter. Should
you need more information please do reach us at 0930-593-6862. May the Lord bless you
in your endeavors!

Sincerely yours,

Joanna Marie Amugod

Re-an Escanuela

Larissa Roca

Arvin Renz Savillo

Janeia-An Micaella Tayong Noted by:

STUDENT RESEARCHERS
Ms. Joy Octaviano
RESEARCH2 INSTRUCTOR
38
 39

APPENDIX G

STATISTICAN ANALYSES OF DATA

Correlations
wellness a1 a2 a3 a4 a5 a6 a7
Pearson Correlation 1 .116 .112 .060 .103 .057 .119 .282**
wellness Sig. (2-tailed) .283 .303 .579 .341 .600 .272 .008
N 87 87 87 87 87 87 87 87
Pearson Correlation .116 1 .464** .492** .341** .410** .450** .450**
a1 Sig. (2-tailed) .283 .000 .000 .001 .000 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .112 .464** 1 .478** .316** .491** .452** .413**
a2 Sig. (2-tailed) .303 .000 .000 .003 .000 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .060 .492** .478** 1 .490** .566** .548** .464**
a3 Sig. (2-tailed) .579 .000 .000 .000 .000 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .103 .341** .316** .490** 1 .356** .532** .445**
a4 Sig. (2-tailed) .341 .001 .003 .000 .001 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .057 .410** .491** .566** .356** 1 .398** .469**
a5 Sig. (2-tailed) .600 .000 .000 .000 .001 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .119 .450** .452** .548** .532** .398** 1 .592**
a6 Sig. (2-tailed) .272 .000 .000 .000 .000 .000 .000
N 87 87 87 87 87 87 87 87
Pearson Correlation .282** .450** .413** .464** .445** .469** .592** 1
a7 Sig. (2-tailed) .008 .000 .000 .000 .000 .000 .000
N 87 87 87 87 87 87 87 87
**. Correlation is significant at the 0.01 level (2-tailed).

Statistics
wellness a1 a2 a3 a4 a5 a6 a7
Valid 87 87 87 87 87 87 87 87
N
Missing 0 0 0 0 0 0 0 0
Mean 3.6698 87.5805 89.6034 87.3046 82.9828 88.2931 83.8103 85.0057
Std. Deviation .44861 4.47010 5.87275 5.25144 4.92705 5.17628 4.49110 4.67769

Correlations
VAR00001 VAR00002
Pearson Correlation 1 .177
VAR00001 Sig. (2-tailed) .102
N 87 87
Pearson Correlation .177 1
VAR00002 Sig. (2-tailed) .102
N 87 87
40