1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Getting an education is compulsory in our developed world, but so many of

us don’t appreciate it enough. Nowadays, people especially young students tend

to rely on such software and applications to gather knowledge and fasten the pace

of the given task. Applications such as Brainly, PhotoMath, Google Classroom and

etc. This applications are used as a medium that provides easy access to quality

educational materials. Despite the large influence of modern educational

technology, there are other factors that are include in the list of why students failed

in their academic subject especially Math and Science. The absence of

perseverance, preparation, effort and motivation are the common factors listed.

This study aims to determine the factors that affects the education of the

Senior High School Students in Lyceum of Iligan Foundation under Math and

Science field. Also, this study reveals the factors and the conclusion of the issues

that are being stated to enhance the perception and perspective of an individual

about the education system of Lyceum of Iligan Foundation. In addition, We

should value our education a lot more and work harder, because it is compulsory

for so many different reasons and adds so much value to our lives.
 2

Conceptual Framework

In this research there are many positive outcomes of

education but most of it comes under the two banners of

allowing us to develop personally and improving our life chances.

In Independent variable describes the profile of the students such

as there Age, Sex, Strand and Grade level. The Dependent

describes the difficulty and problems encountered by the senior

high school students such as behavior, study habits, environment and

teaching styles. And the outcome in the diagram shows the action

plan of the researchers.

- Age
- Sex
- Strand
Independent variable

- Study habits
- Classroom Environment
- Teaching styles

Dependent variable

Action Plan

Outcome
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Statement of the Problem:

1. What is the Demographic profile of the Respondents according to their?

1.1 Age

1.2 Sex

1.3 Strand

1.4 Grade level

2. What are the Difficulties in Math and Sciences towards the Respondents?

2.1 Study habits

2.2 Environment

2.3 Teaching Style

3. Based upon the findings of the study:

What kind of action plan to be proposed?

Significance of the study

This study is significant to the Senior High School students of Lyceum of Iligan

Foundation. Additionally, this research study will benefit the following;

The Senior High School Principal. The result of this study will provide the

Senior High School Principal direction to which aspect of teaching would be better

beneficial to the majority of the Senior High School students.

The Parents. The research benefits the parents of the students with special

needs. As parents enrolled their children in this school, comes with self-assurance

that their children are given more education that would make them functional

individual in the society.

 4

The Teachers. This study will be beneficial to the general education teachers

in Lyceum Of Iligan Foundation. Through this research, teachers may purposely

discover how classroom management is conductive to learning.

The Future Researchers. This study will help the future researchers in

studying an organization that focuses on choice of the students.

Scope and Delimitation of the Study

This study mainly focused on the certain number of Senior High School

students of Lyceum Of Iligan Foundation (LIF) who has a difficulties in Math and

Sciences subjects. The subjects of this study will be examine through survey

questionnaires to find out their primary problem that affects their school academic

activities. This factors that affects their education especially in this particular

subjects (Math and Science) will involve some of the school main staffs such as

the Senior High School Principal, Director of Academic Affairs, and the Teachers.

Definition of Terms

Action Plan - it is a detailed plant outlining actions needed to reach one or more

goals.

Behavior - the way in which a person acts in response to a particular situation or

stimulus.

Beneficial - the favorable or advantageous.

Demographic Profile - refers to the statistical data about the characteristics of a

population.
 5

Environment - refers to the circumstances, objects, or conditions by which one is

surrounded.

Findings - it is the conclusion reached as a result of an inquiry, investigation or

trial.

Frequency - refers to the number of time a certain value repeats.

Institution - refers to an established organization in a public character.

Sex – the state of being a male or female.

Strand - any academic track designed for senior high school students.

Survey - an act of questioning a respondent with the use of certain instrument to

gather data for analysis.

Teaching Style - refers to the style of the teacher’s preferred way of teaching.
 6

CHAPTER II

REVIEW OF RELATED LITERATURE

Related Literature

Study Habits

Rabia et. Al (2017) stated that study habit is buying out a dedicated

scheduled and uninterrupted time to apply one’s self to the task of

learning. Without it, one does not grow and becomes self –limiting in life. Study

habits tell a person that how much he will learn and how far he wants to go, and

how much he wants to earn.

Crede and Kuncel (2008) cited that study motivation and study skills

exhibit the strongest relationships with both grade point average and grades in

individual classes. Academic specific anxiety was found to be an important

negative predictor of performance.

Owusu-Acheaw (2014) express that reading habits are well-planned and

deliberate pattern of study which has attained a form of consistency on the part of

students toward understanding academic subjects and passing at examinations.

Reading habits determine the academic achievements of students to a great

extent. Both reading and academic achievements are interrelated and dependent

on each other.

Ebele. and Olofu (2017) cited that study habits is how one studies. That

is, the habits which students form during their school years. Without good study
 7

habits, a student cannot succeed.

Belen (2008) stated that It is generally believed that a student learns

effective study habits in school. So students are generally assumed to have

effective study habits, but the environment of school is very different and the need

of effective study habits is even more at college level as compared to school.

Ling (2001) express that students are susceptible to trends, fashions and

styles, which make them more willing to adopt new technology such as, cell

phones .As new technologies emerge, the study habits of university students also

evolve .Cell phones have changed the traditional college experience.

Willman et. al (2015) stated that Students who receive the highest grade

start and finish their work early, do not work on weekends, and do not work at

night, whereas those who fail the course do not show similar behavior but exhibit

significant enrichment among those who work large amounts during the night.

Navaneetham and Chandran (2018) cited that playing video and internet

games is a widespread activity among young children, and a substantial

proportion of their time is spent on this activity, affecting their relationship and the

time spent on learning.

Dhanalakshmi & Murty (2011) express that Study habits means the ways of

studying, whatever systematic or unsystematic, efficient or otherwise; the habits

that an individual might have formed with respect to his learning activities. In the

process of learning, habitual ways of exercising and practicing their abilities for

learning are considered as study habits of learners. The pattern of behaviour

adopted by students in the pursuit of their studies is considered under the caption
 8

of their study habits. Learners learning character is characterized by their study

habits. Study habits serve as the vehicle of learning. Generally students take over

the study habits from their parents, brothers, sisters and others like friends,

neighbours etc., and poor study habits and stress in the students. Good study

habits make them to give a good performance and promotes sound mind.

Sarath A. Nonis and Gail I. Hudson (2010) stated that paying attention in

class, being on time, taking good notes, completing homework in a timely manner,

and reading the study material before a lecture, that are likely to impact their

performance. Although not every learning strategy or study habit produces useful

results in terms of academic achievement, it would be expected that students who

possess good study habits in general are better performers than are those

students with poor study habits.

Classroom Environment

Kausar, Kiyani, and Almas (2017) stated that physical environment

alludes to the room’s physical qualities and characteristics. Physical

environment of the classroom is a mixture of various items i.e., temperature,

lighting, size of the room, ventilation, walls, floor, seats, mats, whiteboards,

PCs and so on.

Higgins et. Al (2005) stated that the review explores the impact of

learning environments on students’ achievement, engagement, affective state,

attendance and well-being. It draws on a body of literature which is mainly based in

the USA and the UK.

 9

Hannah (2013) stated that a large amount of a child’s time is spent sitting in

a school classroom. This place is where they will learn the various skills deemed

necessary and proper for them to achieve success in the global society. The

classroom is where they will gain an understanding of their place in the world and

the gifts that they have to offer it. It is where the student develops what they want

their future to look like, as well as knowledge of the skills needed to reach that

goal. With the classroom being such an important place in the growth of a child it

is important to understand the ways in which to affect this environment in order to

receive maximum effectiveness in instruction. If schools really do play a large role

in teaching the next generation how to be successful members of society then

every precaution should be taken to make sure that the learning environment is

one that helps students thrive.

Altmann (2015) stated that Is there an influence of school or classroom

buildings and space on education? The use of the school and classroom – that is,

the relationships between the classroom and its arrangement with the conduct of

lessons within that classroom – plays an insignificant role in the international

educational research. Rather, the focus is on the teaching and learning activities,

and the school space and classrooms in which these activities take place are often

not even considered. Only a few educational researchers focus on the relationship

between the architecture of the school and classrooms and the learning that takes

place within these schools and classrooms

M. Puteh et. Al.(2014) stated that learning environment is an important

determinant of student learning. An environment that is conducive and suits the

 10

needs of the teachers and students, as well as complements the

classroom activities can help improve the learning outcomes. For that reason,

factors such as learning style and classroom design need proper

attention because these elements would interact and influence the teaching and

learning comfort level, which in turn would affect learning

effectiveness. This is due to the fact that the learning environment is

not just a physical space, but also consists of a variety of materials and sources of

information, interaction, relationship between and among students and teachers,

and expectations and rules for learning and behavior The Classroom Physical

Environment and Its Relation to Teaching and Learning Comfort.

A.Turano (2004/2005) stated that Classroom environment is a concern

among almost all educators. This thesis discusses the four major factors of

classroom environment: physical environment, time and instructional

management, behavior management, and teacher effectiveness. A goal of this

study is to contribute to teacher knowledge about how classroom environments

impact student learning. A resource center and a first grade classroom were

observed and the teachers of both classes were asked to complete a

self-evaluation of their classroom's environment. Both teachers were found to

have classroom environments that were conductive to learning.

Riaz Hussain Malik ,Asad Abbas Rizvi (2018) stated that the term

classroom learning environment is elaborated by several educationists. Fraser

(1986) considered it shared perception of the students and sometimes of the

teachers in that environment. Walberg (1974) opined that the classroom

 11

psychological or social environment refers to the climate or atmosphere of a class

as a social group that potentially influences what students learn the effect of

Classroom Learning Environment on Students' Academic Achievement in

Mathematics at Secondary Level.

Q.Suleman and I. Hussain (2014) stated that Physical environment refers

to physical characteristics of the room. Physical classroom environment is a

combination of different things i.e., lighting, temperature, ventilation system, size

of the room, floor, walls, desks, chairs, rugs, whiteboards, computers etc. Teacher

and students are considered the main elements of the classroom environment.

Favorable physical environment has a significant positive effect on the efficiency

of any organization and acts as catalyzing agent to provide a straight way for

achieving predetermined objectives of an organization. But unfortunately, physical

environment in our classroom is not conducive for smooth teaching learning

process resulting fatigue and frustration among the students. The physical

environment is designed in such a way that obstructs the learning process

although researches have established a close correlation between the amount of

work individual do and its physical environment. It stands to reason that a student

sitting in an insufferably hot, airless room listening to a lecture on cryogenics

would not learn as much as he would in a cool, comfortable space. Unfortunately,

college buildings are designed to attract people from outside but they failed to

provide a safe and comfortable internal atmosphere for students.

 12

Teaching Style

Gafoor and Babu (2012) stated that teaching is a performing art.

Excellent teachers use their voices, gestures and movements to elicit and

maintain attention and to stimulate student’s emotions. Like other

performers, teachers must convey a strong sense of practice, of

highly focused energy. Our teaching style represents those enduring personal

qualities and behaviors that appear in how we conduct our classes. While

many people have argued that style is important in teaching, identifying

the elements of our styles as teachers has proved to be difficult.

Awla (2014) stated that learning styles play a significant role in

the lives of learners. When students recognize their own learning style, they

will be able to integrate it into their learning process. As a result, learning

process will be easier, faster, and more successful. Another benefit of identifying

learners’ style is that it assists them in solving problems more

effectively. The more successful learners at dealing with their problems, the better

they will control their own lives.

Khandaghi and Farasat (2011) stated that this involves us showing respect

for our pupils, by treating them in a polite and courteous manner, and not resorting

to making unfair and hurtful comments based on sarcasm or belittling the pupil.

The teacher also, however, needs to be able to command authority. However, this

authority should not be based on pupils' fear of the teacher's 'nastier' side learning

styles play a significant role in the lives of learners. When students

recognize their own learning style, they will be able to integrate it into their
 13

learning process. our pupils, by treating them in a polite and courteous manner,

and not resorting to making unfair and hurtful

comments based on sarcasm or belittling the pupil. The teacher also, however, needs to

be able to command authority. However, this authority should not be based on

pupils' fear of the teacher's 'nastier' side.

Njoku (2013) stated that in terms of learning styles, it has been noted that

most students gravitate towards visual, auditory, kinesthetic and environmental

styles. Visual learners process new material when the information is presented

visually through the use of graphics, images, illustrations, demonstrations, charts,

tables and graphs. Auditory learners do best when the new information is spoken

and thus they benefit from lectures and discussions.

Tungka (2017) cited that a teacher’s knowledge of student learning style is

essential.Student learning styles in learning can become a source that

informs teachers about their students’ learning preferences, thus allowing

them to provide constructive feedback to help the students reach higher levels

of achievement.

Borhen (2019) stated that in the teaching styles, specifically

the teacher-centered approach to learning, the students put their attention on the

teacher, students work alone, and collaboration is prevented. This is great

because students are, in theory, quiet and paying full attention to the teacher while

being able to make individual decisions.

Cabrillana and Mayan (2017) stated that our empirical strategy exploits the

between-class within-school variation in teaching practices and test scores to

 14

identify the effect of different teaching styles on student achievement.

Gill (2013) stated that selecting a style that addresses the needs of diverse

students at different learning levels begins with a personal inventory a

self-evaluation of the teacher’s strengths and weaknesses. As they develop their

teaching styles and integrate them with effective classroom management skills,

teachers will learn what works best for their personalities and curriculum.

Hackathorn, et. Al (2011) stated that although it seems that active teaching

strategies should be adopted in every classroom, the literature is still mixed on its

effectiveness.
 15

Related Studies

From the study of Tambychik and MohdMeerah (2010) entitled

“Students’ Difficulties in Mathematics Problem-Solving: What do they Say?” stated

that cognitive and psychological factors could affected the ability to use

mathematics skills and thinking in problem-solving. The children might

experienced difficulties in thinking and learning when they demonstrated difficulty

in giving attention, describing orientation of shape and space, making perception

by visual and auditory, memorizing simple things and understanding language. As

a result, students might struggle in different phases in the process of

problem-solving. The support systems such as verbal-syntax, imaging,

mathematics notation, planning, organizing & controlling and affective systems

are critical aspects in problem-solving. Any interference in the systems might

result in difficulties in problem-solving.

From the study of Yeter (2007) entitled “The effect of Inquiry-based science

teaching on elementary students’ science process skills and science attitude”

expressed that the use of science process skills by students increases the

permanence of learning. For learning by doing, student uses almost all of his or

her senses and learning becomes more permanent and hands-on activities get

them to acquire experience. The development of science process skills enables

students to solve problems, think critically, make decisions, find answers, and

satisfy their concerns.

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CHAPTER III

RESEARCH METHODOLOGY

Research Design

The researchers will use descriptive design in order to present

and analyze the gathered data through table. Also, the mean of

each factors was computed and ranked according to the mean of

each item in the questionnaire. The descriptive design also

describes the part of the independent variable and the dependent

variable. The respondents selected by the researchers are the

Grade 12 students in Lyceum of Iligan Foundation.

Environment of the Study

The study will be conducted at Lyceum of Iligan Foundation located in Corpus

Christi Village, Tubod, Iligan City. Lyceum of Iligan was established in 1997 by

Madame Laureana San Pedro Rosales .

Lyceum of Iligan Foundation (LIF) is a private educational intstitution and a

non-stock, non-profit educational institution of learning in Iligan City, Lanao Del

Norte. This institution opened in the year 1998 and offers college courses.

Lyceum of Iligan Foundation then offer programs for senior high school in 2016.

For college, LIF offers three academic units such as; The Engineering and

Architecture, Maritime Transportation and Customs Administrations. This

 17

programs are designed to meet the manpower needs of Iligan City and the whole

world. For Senior High Shool, the designed strands for academic track are

available; Humanities and Social Science (HUMSS), Science, Technology,

Engineering and Mathematics (STEM), Accounting and Business Management

(ABM), General Academic Strand (GAS), Technical-Vocational-Livelihood (TVL)

and lastly LIF also offer Maritime Specialization from the

Technical-Vocational-Livelihood (TVL).

Source: Google Map

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Respondents of the Study

The respondents of this study are the grade 12 students from

different academic strand of Lyceum of Iligan Foundation, School

Year 2020 – 2021. The researchers will survey this respondents to

determine the level of difficulties regarding mathematics and science

subjects.

STRANDS GRADE - 12 TOTAL

MARITIME 11 11

ABM 8 8

HUMSS 5 5

STEM 6 6

TOTAL 30

Research Instrument

The researchers made use of the standardized questionnaires as a tool in

gathering data. There are three parts of answering the questionnaire, the first part

is the Study habits, the second one is Class Environment and lastly the Teaching

style.

The questionnaire for Study Habits was adapted from the survey of Rian

Emmanuel H. William (2002) entitled “Study Habits Survey”, the questionnaire for

Classroom Environment was adapted from the questionnaire created by John B.

Fraser (1998) and Teaching style from Anthony F. Grasha (1996) entitled
 19

“Teaching Style Survey”.

Likert scale:

2.16 – 4.00 - Highly Agree

2.51 – 3.15 - Agree

1.78 – 2.50 - Disagree

1.00 – 1.75 - Highly Disagree

Data Gathering Procedure

It is necessary to adopt a systematic procedure to gather data, by which

stimulates the researcher’s insight to test the hypothesis of the study under

investigation. Before the data gathering, researchers must first ask permission to

their research adviser, Mr. Richie Graganera and write a request letter (if the

study that they will conduct is valid) to the head of Senior High School Department,

Mrs. Judy Bacalso. If the request form is accepted, the researchers will then move

to their first step of data gathering, to survey (researchers will do their survey by

distributing questionnaires). Next, after all of the questionnaires are answered, the

researchers will then collect, gather, and, analyze, all the data. Lastly, the

analyzed data will be then interpreted to make a conclusion.

Sampling Method

Researchers will employ random sampling. In this method, the respondents

will be randomly chosen, and will only be based on their grade level. The
 20

researchers will use this type of method so that every student will have a

possibility to be chosen.

Statistical Tools to be Use

To interpret the data effectively, the researchers will use the following

statistical tools. Percentage, Frequency Data Table and T test are the tools that

the researcher will use o interpret the data.

Percentage. This tool will be used to determine the percentage of Grade 12

senior high school student who are facing difficulties in mathematics and science

subject.

n
%= x 100
N

% is the percentage

n is the number of Grade 12 students who are facing difficulties on both

subjects

N is the total number of Grade 12 students

100 is the constant value

Frequency Data Table. The researcher will also use Frequency Data Table (FDT)

to arrange the collected data.

Class Interval Class Mark Class Frequency Cummulative

Boundaries Frequency
 21

Mean. The researchers will use this tool to figure out the mean of the population of

the senior high school students involve in this research who are confirm to have

difficulties on mathematics and science subjects.

Xi is the number students confirm to have difficulties on both subjects

N is the overall total of Grade 12 Senior High School student in LIF

Weight Mean. This formula is use to determine the relative importance of each

quantity on the average.

T test for one sample. In this research, the researchers will use a one sample T

test Formula to compare the average values of the two data sets and determine if

they came from the same population.

 22

REFERENCES

Abdul Gafoor. K. & Haskar Babu U. (2012) Teaching Style: A Conceptual Overview.

https://bit.ly/2w8TNLT

Altmann (2015) The Influence of School and Classroom Space on Education

https://bit.ly/2SHp3sY

Ana Hidalgo-Cabrillana and Cristina Lopez-Mayan (2017) Teaching Styles and

Achievement: Student and Teacher Perspectives.

https://www.uma.es/media/tinyimages/file/20170331.pdf

Anna Borhen (2019) Teaching Styles: Everything you need to know about teaching

methods and strategies. https://blog.cognifit.com/teaching-styles/

Anthony F. Grasha (1996) Teaching style survey

https://whatismylearningstyle.weebly.com/teaching-style-survey.html

Ebele Uju F. and Olofu Paul A. (2017) Study habit and its impact on secondary

school students’ academic performance .

https://files.eric.ed.gov/fulltext/EJ1143649.pdf

Eric Gill (2013) What is Your Teaching Style? 5 Effective Teaching Methods for

Your classroom. https://education.cu-portland.edu/

5-types-of-classroom-teeeaching-styles/

Hannah (2013) The Effect of Classroom Environment on Student learning

https://bit.ly/2HhdCTE

Hawkar Akram Awla (2014) Learning Styles and Their Relation to Teaching Styles.

https://bit.ly/38wgoAB
 23

Jana Hackathorna1, Erin D. Solomonb , Kate L. Blankmeyerb , Rachel E. Tennialb ,

and Amy M. Garczynskib (2011) Learning by Doing: An Empirical Study of

Active Teaching Techniques https://pdfs.semanticscholar.org/e85e/6af2b.pdf

Janardhana Navaneetham and Juna Chandran (2018) Video game use among

schoolchildren and its impact on the study habits. https://bit.ly/31OEnrO

John B. Fraser (1998) Classroom Environment Questionnaire

http://www.finchpark.com/courses/assess/CEQ-actual.pdf

K. Dhanalakshmi and K. V. S. N. Murty (2011) RELATIONSHIP BETWEEN

STUDY HABITS AND ACADEMIC STRESS https://bit.ly/2Si0QKX

Kausar Kiyani, Almas (2017) Effect of Classroom Environment on the Academic

Achievement of Secondary School Students in the Subject of Pakistan

Studies at Secondary Level in Rawalpindi District, Pakistan.

https://bit.ly/3by4Puk

Ling (2001) The effects of Cell phone use on the study habits

https://www.ijern.com/journal/October-2013/41.pdf

M. Puteh, C. Ahmad, N.Noh, M. Adnan (2015). The Classroom Physical

Environment and Its Relation to Teaching and Learning Comfort

Levelhttps://www.publication//272_The_Classroom_Physical_Environment

Maghsood Amin Khandaghi and Maryam Farasat (2011) Procedia Social and

Behavioral Sciences 15. https://bit.ly/2SnL6WV

Mahwish Rabia, Naima Mubarak, Hira Tallat, and Wajiha Nasir (2017) A STUDY

ON STUDY HABITS AND ACADEMIC PERFORMANCE OF

 24

STUDENTS. https://bit.ly/2SjERTN

Marcus Crede and Nathan R. Kuncel (2008) Study Habits, Skills, and Attitudes:

The Third Pillar Supporting Collegiate Academic Performance.

https://bit.ly/2vp5I7Z

Mark Belen (2008) THE EFFECTS OF STUDY HABITS ON ACADEMIC

PERFORMANCE OF STUDENTS IN PUBLIC SECONDARY SCHOOLS

https://bit.ly/2Sj6I6w

Mary Gloria C Njoku (2013) teaching style.

https://www.researchgate.net/publication/271586077_Teaching_Styles

Micheal Owusu-Acheaw (2004) Reading Habits Among Students and its Effect on

Academic Performance. https://go.aws/2Hj9DGi

Novalita Fransisca Tungka(2017) on matching teacher’s teaching styles with

student’s learning styles. https://bit.ly/39x2uxR

Q.Suleman , I. Hussain (2014) Effects of Classroom Physical Environment on the

Academic Achievement Scores of Secondary School Students in Kohat

Division, Pakistan. Researchgate.net.272909706_

R.Malik , A.Rizvi (2018) Effect of Classroom Learning Environment on Students'

Academic Achievement in Mathematics at Secondary.

Levelhttp://pu.edu.pk/journal/ier/15_40_2_18.pdf

Rian Emmanuel H. William (2002) Study Habits Survey https://bit.ly/3apEe17

S.Higgins, K.Wall,E. Hall,P. Woolner (2005) The Impact of School Environments:

A Literature Review. https://bit.ly/2ShKxxD

 25

Salla Willman, Rolf Lindén, Erkki Kaila, Teemu Rajala, Mikko-Jussi Laakso and

Tapio Salakoski (2015) On study habits on an introductory course on

programming.

https://www.tandfonline.com/doi/abs/10.1080/0898.2015.1029

Sarath A. Nonis and Gail I. Hudson (2010) Performance of College Students:

Impact of Study Time and Study Habits https://bit.ly/2SC4gqW

Tarzimah Tambychik and Thamby Subahan MohdMeerah (2010) Students’

Difficulties in Mathematics Problem-Solving: What do they Say?

https://www.sciencedirect.com/science/article/pii/S1877042810021257

Zerah Yeter (2007) THE EFFECTS OF INQUIRY-BASED SCIENCE TEACHING

ON ELEMENTARY SCHOOL STUDENTS’ SCIENCE PROCESS SKILLS

AND SCIENCE ATTITUDES.

https://pdfs.semanticscholar.org/8207/5cc639d1a8ea.pdf
 26

Difficulties in Learning Science and Mathematics Subjects Towards the

Grade 12 Students of Lyceum Of Iligan
Foundation School Year 2020-2021

I. Respondents Profile

Name:____________________________ (Optional)

Direction: Please put check (✔) in the box to answer

Age: ( ) 15 ( ) 16 ( ) 17 ( ) 18 ( ) 19

Sex: Male ( ) Female ( )

Strand:

HUMSS ( ) ABM ( ) MARITIME ( )

Likert scale:

2.16 – 4.00 Highly Agree

2.51 – 3.15 Agree

1.78 – 2.50 Disagree

1.00 – 1.75 Highly Disagree

4 – Highly Agree 3 – Agree 2 – Disagree 1 – Highly Disagree

Class Environment

Questions 4 3 2 1

1. This class provides an environment for free

and open expression of ideas.

2. The physical environment was comfortable

and accessible for all students.

3. Most of my classes are not disrupted too often

by student
 27

4. Most of my classes are not disrupted too often

by student behavior
5. Most of my teachers have routines in the
classroom to keep things moving smoothly.
6. Noisy environment due to building
construction.
7. I enjoy the atmosphere in my classroom.

8. The desks in my classroom are arranged in

groups.
9. We use technology in my class.

10. Chairs are arranged in rows in my classroom.

Study Habits

Questions 4 3 2 1

1. I set aside a regular time for studying every

day.
2. I give up if an assignment is difficult.

3. Before class starts, I review yesterday’s

lecture notes.
4. I often have trouble finding enough time to
study.
5. I spend too much time on some subjects and
not enough on others.
6. I take time to study every day.

7. I waste time because I am not organized.

8. I focus entirely on my work when I study.

9. I check my lecture notes to fill in any missed

words soon after the lecture.
10. I’d rather get through fast than have a perfect
paper.
 28

Teaching Style

Questions 4 3 2 1

1. Activities in this class encourage students to

develop their own ideas about content issue.
2. Spend time consulting students on how to
improve their work on individual or group
project.
3. The teacher set high standards for students in
class.
4. The teacher ensure that students participate in
the section.
5. Provides proper feedback regarding students’
performance and contribution.
6. Keep students focused on the topic without
imposing or being directive.
7. Emphasizes the personal nature of
teacher-student interactions.
8. Overall goal is to develop in students the
capacity for independent action, initiative, and
responsibility.
9. Concerned with the standard ways to do
things and with providing students with the
structure they need to learn.
10. Strives to maintain status as an expert among
students by displaying detailed knowledge and
by challenging students to enhance their
competence.