1

CHAPTER I

INTRODUCTION

A. Background

The increasing demand of nurses all over the world greatly affects the decisions of the

people. Though the news about the nurse’s jobs is getting scarce they still take the nursing

course. And in order to become competitive among the millions of nursing students, one must

start it in school through studying hard, performing well and retaining information.

Bean and Metzner (1985) describe academic factors as student’s primary involvement

with the academic process at the college and purports that among non traditional, student’s

academic factors are less important than environmental factors in influencing retention (Metzner

and Bean, 1987). Academic Integration, sometimes been used to describe a cluster of academic

factors that can influence retention, and has been defined as “the development of a strong

affiliation with the college environment both inside and outside of class” (Nora, 1993 p. 235)

For nursing students, the academic factors deemed most important for retention include

Gender, Age, Personal Study Skills, Study Hours, Attendance, Class Schedule, General

Academic Services (college library, college counseling, and computer library), Teaching

Strategies that the clinical instructors offers, and Teacher-Student relationship.

Personal study skills, refers to specific elements, attitudes about the responsibility for

study and effort expended on academic pursuits, affect nursing student retention through

academic performance and psychological outcomes. Consistent with higher education, the

increasingly academically diverse nursing student population presents with varying study skills

(Heller, Oros and Durney-Crowley, 2000; Tanner, 1998). Additionally, used of varied study
 2

skills has been associated with better academic outcomes (Napoli & Wortman, 1998), which in

turn positively influence retention. Effort expended on planning and study activities yields better

academic outcome (Flowers, 2002).

In the NURS model, personal study hours refer to the number of hours allocated

exclusively to positive study activities in which positive study behaviors and attitudes are

actively used. In this model, students with more personal study hours are expected to have more

positive academic outcomes and retentions than with students with inadequate personal study

hours. Adequate study hours are individually based and are defined as the least number of

personal study hours needed to achieve the short-term academic outcomes (passing exam,

completing accurate care plan, etc.) and long-term academic outcomes (successfully completing

nursing course components).

The Metzner and Bean (1987) model included absenteeism as an academic variable

influencing attrition; however, the NURS model focuses on attendance. Nevertheless, the

literature regarding attendance reveals several interesting phenomena that are relevant for

nursing education. First, attendance (or absenteeism) should be monitored to help identify at-risk

students. Second, attendance should be monitored in relation to other variables with the purpose

of identifying students most at risk for attrition. In nursing, attendance is somewhat more

complex than it is among the general college population. Consequently, students may not

comprehend, value, or expect rigid attendance policies will be upheld, especially among

beginning students who have had no prior exposure to nursing courses.

Attendance may be further differentiated between various nursing course components

such as theoretical (classroom hours), skills laboratory, and/or clinical hours. Clearly, clinical

attendance is a valuable dimension to learning and assists the student in connecting theoretical
 3

information, nursing skills, and client’s competency. Absences create complicated

disadvantages; attendance creates valuable advantages. Attendance needs to be viewed in

relation to other variables and to the other dimensions of the NURS model if at risk students are

to be identified early.

Availability of courses, flexibility of courses, and convenience are factors that can

influence retention through academic and psychological outcomes (Bean and Metzner, 1985;

Burr, Burr, & Novak, 1999). Consistently, across three study samples, most nursing students

have identified “class schedule” as influencing retention. Responses ranged from “severely

restrictive” to “greatly supportive” (Jeffreys, 1993, 1998, 2000, 2002). Class schedule is included

in the NURS model because students’ perceptions of class schedule, with its physical demands

and time constraints can influence retention positively or negatively and in varying degrees.

Students’ perception of class schedule is the most important aspect to assess.

General academic services are designed to assist students with their academic goals and

are available to all college students, regardless of academic major. They include the library,

counseling, and computer laboratories.

General academic services that are convenient accessible, and helpful will encourage

more active use of these support services.

The assessment of nursing students’ perceptions of general academic services is valuable

(Lehna, Jackonen, & Wilson, 1996). Greater, comprehensive use of services, in conjunction with

other academic factors, positively influences retention by enhancing academic and psychological

outcomes. For example, maximizing use of various library services appropriate to course

objectives can assist with improved study skills and academic integration, thus enhancing

retention. Counseling services have shown to be beneficial to nursing student academic and
 4

psychological outcomes (Lehna et at., 1996). Higher education literature reports that counseled

students have higher rates than non-counseled students (Turner & Berry, 2000; Wilson, Mason,

& Ewing, 1997), Kraemer (1997) stated that commuter students who frequently use computer

laboratory facilities on campus are more involved in cognitive development than are other

students; enhanced cognitive development enhances retention.

In addition to the General Academic Services that may influence retention would be the

teaching strategies that a clinical instructor offers the students along with their relationship with

the students. These factors affect the learning of the students since it is in the class where the

theoretical knowledge is learned more. And if a clinical instructor displays their lectures in a

systematic way, there will be a greater possibility of information retention.

Also according to a journal of The Canadian Nurse; Mar 1, 2003 by BOLAN,

CHRISTINE M. and GRAINGER, PATRICIA “Success in nursing programs influenced by

such academic factors as overall. Similarly, non-academic factors associated attrition from

nursing programs perception of nursing as a career. (12) Other non-academic factors in

attrition...” this article states that nursing programs become successful in retaining information to

their learners by the influence of the academic factors.

The extent of student’s learning in academics may be determined by the grades a student

earns for a period of learning has been done. It is believed that a grade is a primary indicator of

such learning. If a learner earns high grades it is concluded that they may also have learned a lot

while low grades indicate lesser learning. However, many experiences and studies found out that

there are also several factors that would account for the grades. No single factor can be definitely

pointed out as predicting grades. However, at this point in time, there searchers would like to

investigate the possible relationship of the level of performance on Related Learning Experience
 5

of nursing students with regards to knowledge, skills and attitude and the factors affecting to the

academic achievement of under graduate nursing students of Central Mindanao University. The

investigation of on this area thus becomes a real and compelling motivation for the researchers to

conduct this study.

B. Statement of the Problem

1. What is the level of performance on Related Learning Experience of Nursing student with

regards to skills, knowledge and attitude (grade)?

2. What are the factors that contribute to a group when grouped to: students (study skills, age,

gender, and personality), instructors (attitude, teaching strategy), and school (facility)?

3. Is there a significant relationship between the cited academic factors and the students’ Related

Learning Experience grades?

4. Which of the variables best predict Related Learning Experience achievements?

C. Objectives

This study aimed to determine “Predictors of Academic Achievements on Related Learning

Experience among nursing students in Central Mindanao University”.

Specifically, the study aims to:

1. Determine the most common academic factors (personal study skill; study hours; attendance;

general academic services like library services, counseling services, laboratory services and

computer laboratory services; class schedule; teaching strategy of the clinical instructors and

teacher-student relationship) that greatly influenced the RLE of the 4th year nursing students.

2. Evaluate the results of their performance in their hospital duty hours through their grades.
 6

3. Determine whether there is a relationship between the academic factors cited and the Related

Learning Experience grades.

D. Significance of the Study

This study will help the nursing students to know the academic factors that will lead to

academic achievements, such as Personal Study Skills, Study Hours, Attendance, Class Schedule,

General Academic Services (college library, college counseling, and computer library) Teaching

Strategies that the clinical instructors offers and Teacher-Student relationship that may affect their

RLE performance.

E. Scope and Limitation of the study

This study is focused on the nursing aspect of learning of the selected nursing students who are

currently studying in Central Mindanao University. The researchers will only be focusing on the

prevailing factor that currently affects the students’ RLE performances.

All information needed to come up with this case study will only be taken from the data that the

students will provide on the questionnaire that will be given by the researchers and from their Related

Learning Experience grades.

F. Definition of Terms

 Academic Integration- sometimes been used to describe a cluster of academic factors that can

influence retention, and has been defined as “the development of a strong affiliation with the

college environment both inside and outside of class”

 Information Retention- the act of retaining information learned or the state of being retained
 7

 Personal Study Skills- refers to specific elements, attitudes about the responsibility for study

and effort expended on academic pursuits.

 Study Hours- refer to the number of hours allocated exclusively to positive study activities in

which positive study behaviors and attitudes are actively used.

 Clinical Attendance- an act of attending; the number of person present during hospital duties;

valuable dimension to learning and assists the student in connecting theoretical information,

nursing skills, and client’s competency.

 Class Schedule- it is a program of events in a class in which a timetable is made and time

constraints are present.

 General Academic Services- are services designed to assist students with their academic goals

and are available to all college students, regardless of academic major. They include the library,

counseling, and computer laboratories.

 Teaching strategy- refers to the overall planning of actions made by the clinical instructors

when teaching.

 Related Learning Experience (RLE)- refers to a subject for nursing students which focuses on

their hospital-setting experiences where theoretical knowledge is being put into action.
 8

CHAPTER II

THEORITICAL AND CONCEPTUAL FRAMEWORK

A. Review of Related Literature and Studies

Retention

Bean and Metzner (1985) describe academic factors as student’s primary involvement

with the academic process at the college and purports that among non traditional student’s

academic factors are less important than environmental factors in influencing retention (Metzner

and Bean, 1987).

According to Palm Beach Community College (PBBC, 2008),they recommend that

student’s study should have at least three hours out of class for every hour spent in class. They

also said that a student must have a special place to study with plenty of room to work. And

students should not be cramped. They presuppose that study time will go better if a learner takes

a few minutes at the start to straighten things up. A desk and straight-backed chair is usually

best. “Don’t get too comfortable--a bed is a place to sleep, not to study” as what they said. A

student must have everything close at hand (book, pencils, paper, coffee, dictionary, computer,

calculator, tape recorder, etc.) before starting to study. Students are not suggested to spend on

time jumping up and down to get things. The PBCC suggests also that distracting noise should

be minimized however they said that there are some people need sound and some like silence. In

this case, a learner must find what works for him or her. Culprits are family and friends.

Consider a "do not disturb" sign and turning on your answering machine is the way also to have

better study habits according to the PBBC..

 9

Frank Pogue(2000) did a research project to determine why students fail. What he founds

to be true in that study habits survey was that more than 30 years ago still rings true today--

students fail because they do not know how to study .The best advice he can give is to develop

sound study skills. He said that a student should make sure that he/she has a good study

environment, a good desk, a sturdy chair, good light, comfortable room temperature and a quiet

atmosphere. That means he/she should eliminate all external and internal distractions. Second,

get a good overview of the assignment before starting the work. Know what skills, facts and

ideas that are expected to master and the ground that are expected to cover. Start with most

difficult subject first, while the mind is freshest and most receptive.

Professors in the developing countries said that the undergraduate students should be

fully equip with high level of analytical skills, the capacity for critical reasoning, self-reflection

and conceptual grasp and ability to learn autonomously and exercise flexibility of mind

(Simmons2003). Study habits are said to be improving because of the advent and wide use of the

Internet, hypertext, and multimedia resources which greatly affects the Study Habits (Liu, 2005).

Karim and Hassan (2006) also note the exponential growth digital information, which changes

the way students perceive studying and with printed materials that are to be use in facilitating

study. Liu (2005) and Ramirez (2003) report that student’s print material from the Internet in

order to study and read later on. Igun (2005) also found that Nigerians study from materials

downloaded from the Internet

 10

Academic Integration, sometimes been used to describe a cluster of academic factors that

can influence retention, and has been defined as “the development of a strong affiliation with the

college environment both inside and outside of class” (Nora, 1993 p. 235)

Use of varied study skills has been associated with better academic outcomes (Napoli &

Wortman, 1998), which in turn positively influence retention. Effort expended on planning and

study activities yields better academic outcome (Flowers, 2002).

The Metzner and Bean (1987) model included absenteeism as an academic variable influencing

attrition; however, the NURS model focuses on attendance.

Availability of courses, flexibility of courses, and convenience are factors that can influence

retention through academic and psychological outcomes (Bean and Metzner, 1985; Burr, Burr, &

Novak, 1999).

Consistently, across three study samples, most nursing students have identified “class

schedule” as influencing retention. Responses ranged from “severely restrictive” to “greatly

supportive” (Jeffreys, 1993, 1998, 2000, 2002

The assessment of nursing students’ perceptions of general academic services is valuable (Lehna,

Jackonen, & Wilson, 1996).

Counseling services have shown to be beneficial to nursing student academic and

psychological outcomes (Lehna et at., 1996). Higher education literature reports that counseled

students have higher rates than non-counseled students (Turner & Berry, 2000; Wilson, Mason,

& Ewing, 1997), Kraemer (1997) stated that commuter students who frequently use computer

laboratory facilities on campus are more involved in cognitive development than are other

students; enhanced cognitive development enhances retention.

 11

Flynn (2003) added that boosting self-esteem could be a potent tool for helping the

students achieve in school. Logic suggests that having a good dollop of self-esteem would

enhance striving and persistence in school, while making students less likely to succumb to

paralyzing feelings of incompetence or self-esteeem.

Consequently, student’s academic achievement is not simply a matter of what happens in

school. it has grreat importan ce in the life of the students especially when acquiring and

pursuing their choosen field (Saguihon, 2001).

 12

B. Conceptual Framework

Most common academic Affects their performance during their

factors and the RLE clinical duty by utilizing this
performance of the nursing academic factor to improved their
student knowledge and concepts about
hospital skills

Academic factors
 Personal Study Skill RLE performance grade according to
their clinical instructor
 Study Hours
 Attendance
 General Academic
Services (library,
counseling, laboratory and
computer laboratory
services)
 Class Schedule
 Teaching Strategy of
clinical instructors
 Teacher-Student
Relationship
 13

C. Research Paradigm

INPUT
Academic Factors
1. Students Factor
 Personal Study Skill
 Study Hours
 Attendance
2. General Academic Services
 Library services OUTPUT
 Counseling services
Laboratory services
 Computer laboratory 1. Grades
services
3. Teacher Factor
 Class Schedule
 Teaching Strategy of the
Clinical Instructor
 Teacher-Student
Relationship
 14

D. Hypothesis of the Study

 There is a significant relationship between the levels of performance on Related Learning

Experience with regards to skills, knowledge and attitude and the factors that contributes

with the Related Learning Experience performance mainly students, teacher and school

factors.
 15

CHAPTER III

METHODOLOGY

This chapter discusses the procedures to be done by the researchers to attain their needed

data. This includes the Research Design, Scope and Delimitations, Population and Locale of the

Study, Sampling Design, Data Gathering Procedure and Treatment of Data.

A. Locale of the Study

The locale of this study will be in College of Nursing, Central Mindanao University—

Musuan, Maramag, Bukidnon . This will be conducted on the 1st semester of the year 2010-2011.

B. Respondent of the Study

The researchers chose respondents in some of the Nursing Students following a certain

criteria. That the respondents should have their record grades of Nursing Care Management

(NCM) 66.1 to use as the basis of this research study. Forty eight (48) respondents were used in

this study.

C. Research and Design

Survey Research will be used in the study to determine the performance of the students.

This will be conducted through a paper-pen questionnaire. Here, the researchers will be using

questionnaires and photocopies of the RLE grades for measuring instrument in collecting data

and to determine the academic factors and their Related Learning Experience (RLE)

performance of the Nursing students in Central Mindanao University.

D. Data Gathering Procedure

 16

The first step that will be done by the researchers will be to select for the potential

respondents of these study. The researchers will take samples through Non-Probability scheme.

They will be using Quota Sampling which is a type of Non-probability Sampling. In a non-

randomized form, the researchers will be selecting the respondents from the cross-section of the

population. A help from friends of the researchers who are also a nursing students will be sought

to identify and locate the respondents of this study. Thus the identification of the respondents

became purposive and chain referral at the same time.

After they had identified and located the respondents, the researchers will approach and

visit them personally to introduce self, build rapport and state the objectives of their study.

After the respondents agree to participate in the study, a questionnaire will be given to

answer. They will also be asked whether they can photocopy their RLE performance grade. All

the respondents will be assured that their grades and response are highly appreciated and will be

treated confidentially.

E. Research Instruments

The primary tool that will be used in this study is a Questionnaire. Because this consists

of simplified questions addressed to the respondents. The researchers will be using Likert scale

to show the amount of agreement and disagreement of the respondents.

For the RLE performance grade of the nursing students, the grades from NCM 66.1 will be

taken. The following norms will be used: NORMS:

5 – Strongly Agree
NORMS:
1.0– Excellent 4 – Agree
1.25 - 2.0 – Very Good 3 – Moderately Agree
2.25 - 2.75 – Good
3.0 – Passing 2 – Disagree
1 – Strongly Disagree
 17

F. Statistical Analysis

The researchers will compile and tabularize all the data to organize the RLE grades of the

selected nursing students. They will also use the questionnaires and photocopied RLE grades of

the nursing students as respondents.

The data gathered were arranged, tabulated and were analyzed using the standard

deviation (SD) and Two Way Analysis of Variance (ANOVA) to know the significant

relationship of the academic factors and their Related Learning Experience grades. Additionally,

the researchers had choosen the Pearson R Formula for their research study.

The following formula to compute:

 Standard Deviation

s = Ʃ (x - )²

Where s = standard deviation

x = raw data

= sample mean

n = sample size
 18

 Pearson r

r = ___________n Σxy – (Σx)(Σy)_____

[ n Σx² - (Σx)²] [ n Σy² - (Σy)²]

Where n = sample size

Σxy = summation of average perception score and average RLE score

Σx = summation of the average perception score

Σy = summation of the average RLE score

 19

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the analysis and presentation of the gathered data.

Personal study skills refer to specific elements, attitudes about the responsibility for study

and effort spended on academic pursuits; affect nursing students’ retenti0n through academic

performance and psychological outcomes. Consistent with higher education, the increasing

academically diverse nursing student population presents with varying study skills (Heller, Oros

and Durney- Crowley, 2000).

Use of varied study skills has been associated with better academic outcomes (Napoli &

Wortman, 1998) which in turn positively influence retention. Furthermore, Concentration and

Memory Assessment is done to determine how information retention is being done by students,

and the result is shown in Table 1.

The result showed an average mean of 3.40, which means that the techniques cited were

only done sometimes. Though, A2 and A6, where students study in a place free from auditory

and visual distractions and that they learn with the intention of remembering are being practiced

most of the time with the mean of 3.56 and 3.69, respectively. While the rest are only being done

sometimes.
 20

Table 1. Mean of Concentration and Memory Assessment

MEA QD
N
A1. I have the "study-place" habit, that is, merely being at a certain place 3.33 Sometimes
at a certain time means time to study.
3.56 Most of the
A2. I study in a place free from auditory and visual distractions. time
3.40 Sometimes
A3. I find that I am able to concentrate - that is, give undivided attention
to the task for at least 20 minutes
3.12 Sometimes
A4. I am confident with the level of concentration I am able to maintain.
3.40 Sometimes
A5. I have an accurate understanding of the material I wish to remember.
3.69 Most of the
A6. I learn with the intention of remembering. time
3.25 Sometimes
A7. I practice the materials I am learning by reciting out loud.

A8. I recall readily those things which I have studied.

3.50 Sometimes
TOTAL 3.40 Sometimes
 21

Time Management and Procrastination Mean QD

A. I arrive at classes and other meetings on time. 3.98 Most of the time
B. Devote sufficient study time to each of my courses. 3.48 Sometimes
C. I schedule definite times and outline specific goals for 3.33 Sometimes
my study time.
D. I prepare a "to do" list daily. 2.92 Sometimes
E. I avoid activities which tend to interfere with my 3.10 Sometimes
planned schedule.
F. I use prime time when I am most alert for study. 3.46 Sometimes
G. At the beginning of the term, I make up daily activity 2.98 Sometimes
and study schedules.
H. I begin major course assignments well in advance. 3.19 Sometimes
Total 3.30469 Sometimes

Study Aids and Note Taking Mean QD

1. While I am taking notes, I think about how I will use 3.48 Sometimes
them later.
2. I understand the lecture and classroom discussion 3.54 Most of the time
while I am taking notes.
3. I organize my notes in some meaningful manner (such 3.60 Most of the time
as outline format).
4. I review and edit my notes systematically. 3.23 Sometimes

5. I take notes on supplementary reading materials. 3.58 Most of the time

6. I have a system for marking textbooks 3.33 Sometimes
7. When reading, I mark or underline parts I think are 3.88 Most of the time
important.

8. I write notes in the book while I read. 3.40 Sometimes

Total 3.50521 Sometimes

Organizing and Processing Information Mean QD

1. When reading, I can distinguish readily between 3.56 Most of the time
important and unimportant points.
2. I break assignments into manageable parts. 3.38 Sometimes
3. I maintain a critical attitude during my study--thinking 3.54 Most of the time
before accepting or rejecting.
I relate material learned in one course to materials of
other courses.
4. I try to organize facts in a systematic way. 3.56 Most of the time
5. I use questions to better organize and understand the 3.45 Sometimes
material I am studying.
 22

6. I try to find the best method to do a given job. 3.71 Most of the time
7. I solve a problem by focusing on its main point. 3.79 Most of the time
Total 3.568948 Sometimes

Test Strategies and Test Anxiety Mean QD

1. I try to find out what the exam will cover and how the 3.79 Most of the time
exam is to be graded.
2. I feel confident that I am prepared for the exam 3.23 Sometimes
3. I try to imagine possible test questions during my 3.58 Most of the time
preparation for an exam.
4. I take time to understand the exam questions before 3.75 Most of the time
starting to answer.
5. I follow directions carefully when taking an exam 4.13 Most of the time
6. I usually get a good night's rest prior to a scheduled 3.19 Sometimes
exam.
7. I am calmly able to recall what I know during an exam. 3.48 Sometimes
8. I understand the structure of different types of tests and 3.62 Most of the time
am able to prepare for each type
Total 3.59635 Most of the time

Motivation and Attitude Mean QD

1. I sit near the front of the class if possible. 3.40 Sometimes
2. I am alert in classes. 3.19 Sometimes
3. I ask the instructor questions when clarification is 3.19 Sometimes
needed.
4. I volunteer answers to questions posed by instructors in 2.73 Sometimes
the class.
5. I participate in meaningful class discussions. 3.48 Sometimes
6. I attend class regularly. 4.31 Most of the time
7. I take the initiative in group activities. 3.69 Most of the time
8. I use a study method which helps me develop an 3.60 Most of the time
interest in the material to be studied.
Total 3.44792 Sometimes

Reading and Selecting Main Idea Mean QD

1. I survey each chapter before I begin reading. 3.60 Most of the time
2. I follow the writer's organization to increase meaning. 3.29 Sometimes
3. I review reading material several times during a 3.08 Sometimes
semester.
4. When learning a unit of material, I summarize it in my 3.40 Sometimes
own words.
5. I am comfortable with my reading rate. 3.58 Most of the time
6. I look up parts I don't understand. 3.81 Most of the time
7. I am satisfied with my reading ability. 3.58 Most of the time
8. I focus on the main point while reading. 3.83 Most of the time
Total 3.52344 Most of the time
 23

Writing Mean QD
1. I find that I am able to express my thoughts well in 3.58 Most of the time
writing.
2. I write rough drafts quickly and spontaneously from 3.77 Most of the time
notes.
3. I put aside a written assignment for a day or so, and 3.19 Sometimes
then rewrite it.
4. I review my writing for grammatical errors. 3.40 Sometimes
5. I have someone else read my written work and 3.85 Most of the time
consider their suggestions for improved writing.
6. I am comfortable using library sources for research. 3.02 Sometimes
7. I am able to narrow a topic for an essay, research 3.08 Sometimes
paper, etc.
8. I allow sufficient time to collect information, organize 3.40 Sometimes
material, and write the assignment.
Total 3.28646 Sometimes

Survey Questionnaire on Teaching Performance of Clinical Instructors’--

In the College of Nursing in Central Mindanao University

Questions: Mean QD
1. Supersensitive to criticism of his or her students. 3.52 Most of the time
2. Teacher is well prepared for class session and full of 3.52 Most of the time
ideas during classes.
3. Accepts responsibility for making positive 3.60 Most of the time
contribution to a situation and is good in facilitating
the class.
4. Easily irritated during class discussions. 3.06 Sometimes
5. Provide consultation hours for students. 3.63 Most of the time
6. Accepts gracefully and understands quickly the 3.65 Most of the time
suggestion of the students.
7. Even tempered, cheerful and happy person. 3.56 Most of the time
8. Have excellent ideas and explaining things to 3.58 Most of the time
students.
9. Treated all students fairly. 3.29 Sometimes
10. Sympathetic and patient in sharing and understanding 3.40 Sometimes
thoughts and difficulties to students.
11. Keeps from worrying and feeling depressed. 3.29 Sometimes
12. Spend time reflecting on things that is related to class 3.54 Most of the time
discussions.
13. Patient and tolerant to students and accepts mistake 3.50 Sometimes
 24

without getting angry.

14. Challenge by new situations, such as problems arise 3.58 Most of the time
in the discussions.
15. Encourages students to participate in class 3.87 Most of the time
discussions.
16. Motivates students to perform better. 3.87 Most of the time
17. Has a control over mood during discussions. 3.54 Most of the time
18. Says what must be said with diplomacy and minimum 3.54 Most of the time
offense.
19. Teacher demonstrated knowledge of the course 3.77 Most of the time
materials.
20. Have a vivid imagination during class discussions. 3.56 Most of the time
Total 3.544737 Most of the time

Survey Questioner on the General Academic Services of the College Nursing in Central
Mindanao University

Questions: Mean QD
1. The library provides books, research and reference 3.50 Sometimes
materials.
2. The books in the library are well arranged. 3.35 Sometimes
3. Your classroom and demo room has proper lighting 3.85 Most of the time
condition.
4. Classroom provides adequate ventilation. 3.31 Sometimes
5. The library is free from undue noise and distraction. 3.42 Sometimes
6. Related learning experience laboratory provides 3.42 Sometimes
complete facility that aids you in learning.
7. Materials in related learning laboratory are always 3.40 Sometimes
ready for use.
8. The library is provided with spacious working and 3.40 Sometimes
reading areas.
9. All of the classrooms in your college provide good- 3.44 Sometimes
audio visual facilities.
10. Students are encourage to seek counseling (college 3.56 Most of the time
counselor) for advice regarding academic facilities.
11. You are provided with individual counseling when 3.50 Sometimes
problems regarding your grades arise.
Total 3.46780 Sometimes
3
25